RENCANAPELAKSANAANPEMBELAJARAN(RPP)

Oleh: Umi Nurhasanah

Sekolah : SMAN 2 Seberida

MataPelajaran : BahasaInggris

Kelas/Semester : X/ 1

JenisTeks :TeksDeskriptif

MateriPokok : Mendeskripsikan Orang (Describing People)AlokasiWaktu : 2

xpertemuan (2 x40menit) LanguageSkill :Listening and Reading Writing and
Speaking

KompetensiInti

KI1 :Menghargaidan menghayati ajaran agama yang dianutnya.

KI2 :Menghargai dan menghayati perilaku jujur, disiplin, tanggung

jawab,peduli(toleransi,gotongroyong),santun,percaya diri,dalam berinteraksisecara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.

K3 : Memahami, menerapkan, dan menganalisis pengetahuan

faktual,konseptual,prosedural,dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan,teknologi,seni,budaya,dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian,serta menerapkan pengetahuan prosedural pada bidang kajian
yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

K4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai,merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis,
membaca,menghitung,menggambar,dan mengarang) sesuai dengan yang dipelajari
disekolah dan sumber lain yang sama dalam sudut pandang/teori.

KompetensiDasardanIndikatorPencapaianKompetensi

KompetensiDasar

IndikatorPencapaianKompetensi

3.4 Menganalisis fungsi sosial,struktur teks,dan unsur kebahasaan beberapa teks

deskriptif lisan dan tulis dengan memberi dan meminta informasi pendek dan
sederhana terkait orang,benda dan tempat sesuai dengan konteks penggunaannya

Mengidentifikasi(C1)ciri-ciridariteksdeksriptive.

Memberikandefinisi(C1)tentangteksdeskriptif

Menjelaskan(C2)fungsisosial,strukturteks,danunsurkebahasaandariteksdeskriptif

Menentukan(C4)informasiyangterdapatdalamteks deskriptif.

HOTS

4.4
Menyusunteksdeskriptiflisandantulis,pendekdansederhana,terkaitorang,bendadantem
pat,denganmemperhatikan fungsi sosial,strukturteks,danunsur

kebahasaan, secara benar dansesuaikonteks

Membuat(C6)teksdeskriptifyangpendekdansederhanatentangkeluarga.

Mempresentasikan(P4)teksdeskriptifpendekdansederhana.

HOTS
TujuanPembelajaran

Setelahpembelajarandiharapkan:

Pesertadidikmampumengidentifikasiciri-ciridariteksdeskriptif.

Pesertadidikmampumemberikandefinisitentangteksdeskriptif.

Pesertadidikmampumenjelaskanfungsisosial,strukturteks,danunsurkebahasaandariteks
deskriptif.

Pesertadidikmampumenentukaninformasiyangterdapatdalamteksdeskriptif.

Pesertadidikmampumembuatteksdeskriptifyangpendekdansederhanatentangkeluarga.

Pesertadidikmampu mempresentasikanteksdeskriptifpendekdansederhana.

PenguatanPendidikanKarakter

Religius

Nasionalisme

Kedisiplinan

Kemandirian

TanggungJawab

GotongRoyong

MateriPembelajaran

ExploringDescriptiveText1(Person)
Definition

Descriptive text is the text that describes what kind of person or objectdescribed, good
shape, properties, number and others in particular. Persondescriptive text is the texts
that explain about what a person is like. Thepurpose of this text is to describe and
reveal a particular person. It is
mostlyaboutsensoryexperiencelikehowsomethinglooks,soundsandshapes.

SocialFunctions

Todescribeapersoninaspecificway.

To give information to the readers some characteristics or features of aperson.

GenericStructures

Identification

Identifiesofmatterwillbedescribed.

Description

Describesorexplainspersonality,qualities,orcharacteristics.

LanguageFeatures

Focusonspecificparticipantsasthemaincharacter.

Mostlyusepresenttenses.(teacher’sfocus)

Use linking verbs or relational process frequently (e.g.is, are,

has,have,belongsto)inordertoclassifyanddescribeappearanceorqualities
andpartsorfunctionof phenomena.

Use action verbs or material process and behavioral process ingiving additional
description regarding action and behavior doneby the participants intext. (e.g. run,
play, write, knock, dance,read).(teacher’sfocus)

Use mental verb or mental process when describing feelings. (e.g.think,decide,reflect,

consider)

Frequentlyusenominalgroup.
Useadjectiveandadverbstoaddinformationtonouns(teacer’sfoucus)

Addinformationtoverbstoprovidemoredetaileddescriptionaboutthetopic.

Useadverbialphrasestoaddmoreinformationabout manner, place,or time and

sometimes realized

MetodePembelajaran

Pendekatan :CommunicativeApproach

Model :ProblemBased Learning

Media PembelajaranMedia/Alat:

VideoPembelajaran

PrintedWorksheet(LKPD)

LembarPenilaian

Labtop

LCDProyektor

AudioSpeaker.

InternetAkses

SumberBelajar

Modul3EnglishforSocialCommunication,Penulis:Dra.TitiWahyukti,M.Pd.,2019

https://busyteacher.org/

https://quizizz.com
https://www.youtube.com/watch?v=P_QPy8xskMQ

https://www.youtube.com/watch?v=zYeIqZzmTKs

https://www.youtube.com/watch?v=2LYZtkszCnQ

LangkahPembelajaran

KEGIATAN/

SINTAKS

DESKRIPSIKEGIATAN

PPK

WAKTU

PENDAHULUAN

Orientasi

Gurumelakukanpembukaandengansalampembukadanpesertadidikmenjawab salam
setelah itu Guru besertapesertadidikberdoauntukmemulaipembelajaran

Gurudanpesertadidikmenyanyikanlagusatu nusasatu bangsa

GuruMemeriksakehadiran,kerapiandan kelengkapan bahanbelajar pesertadidiksebagai

sikap disiplin

GuruMenyiapkanfisikdanpsikispeserta didik dalam mengawali kegiatanpembelajaran.

Religius(PPK)

Nasionalisme(PPK)

TPACK
Integritaskemandi rian(PPK)

10menit

Apersepsi

a.
Pesertadidikbertanyajawabdenganguruberkaitandenganmaterisebelumnyadenganmen
gajukanpertanyaanseperti:

(PPK:

disiplin)

Doyou still remember what wehave learn last week? What we havetalkedabout?

b. Peserta didik dan guru mendiskusikankompetensi yang sudah dipelajari

dandikembangkansebelumnyadanmengaitkan dengankompetensiyangakandipelajari

c. Gurumengaitkanmateridenganpengalamanpesertadidikdalam

Communication
menerapkanmateripelajaransebelumnyadalamkehidupansehariharisebagaibekalpelajar
anberikutnya.

d.PemberianPretest

https://quizizz.com

KEGIATANINTI

1.Gurumenampilkan 3videomelalui media powerpointpresentation.

Kemandirian

10menit

Video 1:https://www.youtube.com/watch?v=P_QPy8xskMQ

TAHAP1

Orientasipeserta didikpadamasalah

Video 2:https://www.youtube.com/watch?v=zYeIqZzmTKs
Video3:

https://www.youtube.com/watch?v=2LYZtkszCnQ

Guru mengajukan beberapapertanyaanmanakah video

yangditampilkanberkaitandengantopik.

Whatisthespeakertalkingabout?

Which video is related to the topictoday?

Why does it have connection to thetopictoday?

How about two other videos?whyaretheyunrelatedto the topic?

3.Berdasarkan video 1, peserta didikdibimbing untuk memberikan

definisidanmenjelaskanfungsi sosial,strukturteks,dan unsurkebahasaan.

Studentsareaskedtooutlinesocialfunction,textstructure,andlanguagefeature.
Myfamily

Thisismy mum.Shehasblondehairandbrowneyes.She iskind.She

likestohelppeople.Shealsolikescooking.Thisismydad. He is very tall and strong. He is
hard-working and likes to fix things. This is mybrother, Tim. He has ginger hair and
browneyes.Helikestoplayfootball.Heisverycompetitive. This is my sister, Lucy. She
hasbeautiful hair and big eyes. She likes to draw.She is artistic. She is also friendly. This
is myuncle, Fred. He has curly hair and small ears.He likes gardening and outdoor
activities. Heis creative. This is my aunt Clara. She haslong, wavy hairs and a tiny nose.
She is shyandpatient.Shelovessewing.Thisismygrandma,Polly.Shehasshort,greyhair.She

isveryoldandkind.Shelikestobakecookies. This is my grandpa, Martin. He

isbaldandwrinkly.Helikestoplayboardgames,andheisfantasticat playinggolf.

TAHAP –2

Mengorganisasipesertadidikuntukbelajar

a.Pesertadidikdibagikedalamkelompokkemudianmembacadanmejawabpertanyaanberd
asarkanteks.

LKPD1
Hello everyone! My name is Lucy and this ismy beloved grandfather! His name is Tim
andhe is my best friend. My grandfather is sixty-four years old and he is retired now, so
he hasplenty of time to be and play with me. I lovehim very much and I know he loves
me too.Weusuallyspend alot oftimetogether.

He is a widow and he lives with me, myfather, my mother and my brother Kevin. Welive
in a big house in Fort Collins, Colorado.My grandfather is a very tall and strong man!
Canyouseemeonhisshouldersinthispicture? He is really strong! My grandfather
isapatientandcaringmanandsometimesIthink he is a magician. He’s always
guessingwhat I want to do or to eat or what I feelinside!…WhenI amsad,he
alwaysmakesme laugh with his funny faces. He puts me
onhisshoulders,hetellsmemanystories(Iknow they are imaginary, but I pretend
theyarereal!), heeven singsforme!

Everyday my grandfather Tim prepares mybreakfast, he drives me school and picks

meup at the end of classes, he helps me with myschool work, he takes me to the
swimming-pool, he plays chess with me and he countsthe stars with me. You know, my
grandfatheristheonlygrown-upIknowwhotrulyunderstandsme.Ilovehim verymuch!

Match the words from the text with theirequivalenton theright.

Trueor False?Correctthefalseones.
Lucy’s grandfatherisnamedJohn.

Gotong-royong

10menit

Heisateacher.

Theyspend alotoftimetogether.

Answerthequestionsaboutthetext.

HowoldisLucy’sgrandfather?

WhoisKevin?
Why does Lucy think he is amagician?

WhatdoesLucy’sgrandfatherdowhensheis sad?

Tahap– 3

Membimbingpenyelidik an

CriticalThinkingandProblem Solving

PesertadidikmengerjakanLKPDmengenai fungsi sosial, struktur

teks,danunsurkebahasaanteks

Guru mendorong dan memotivasipeserta

didikuntukmengumpulkaninformasiyang

sesuaiagarmampumemecahkansuatupermasalahanyangdiberikan.

Guru membimbing peserta didik dalammengerjakanLKPD

LKPD2
Every group lists information using clusteror list technique. It is about one of
students’family. After that, they make a descriptivetextbased on information.

Cluster

Berpikirkritis

Gotongroyong

10menit

Tahap– 4

Collaboration

Pesertadidikmembuatsebuahteksdeskriptifsederhana
b.Gurumembimbingpesertadidik dalammengerjakanLKPDtersebut

LKPD3

Every group makes a cluster or list andcompose a descriptive text about a

famousfamily.

a. Peserta didik menampilkan/mempresentasikan hasil

diskusikelompok.

10menit

Mengembangkandanmenyajikan hasilkarya
Gotongroyong

Tahap– 5

Communication

Gotongroyong

20menit

Menganalisis &mengevaluasi prosespemecahanmasalah

Pesertadidikdarikelompoklainmenanggapipresentasiyangditampilkan

Guru menanggapi
hasilpresentasiuntukmemberikanpenjelasandanpenguatan

c. Pesertadidikdenganbimbinganguru mengevaluasi hasilrangkuman informasi

teks dariLKPD

d.Siswaantarkelompokberdiskusiuntukmenghasilkankesimpulanyangpalingtepat
e.Gurumemberikanpenghargaankepadakelompokyangmemilikikinerjadankerjasamayan
gbaik

(Motivasi)

f. Guru memberikanpenguatanterhadap materi yang sudahdipelajari.

PENUTUP

Sebelumpelajaranditutupgurumemintapesertadidikmelakukanrefleksikesimpulankegiat
anhariini.Kegiatanrefleksiberikut ini:

Whatdidwelearnjustnow?

What new words didyoulearn?

Didyouenjoythelesson?

Didyouget thepoint?

Whichpartoftheactivitydoyoulikethemost? Why?

What are the difficulties in thislesson?

Kemand irian

10menit

Guru memberikan umpan balikterhadapprosesdanhasilpembelajaran.

Pesertadidikdiberikantugasmandirisebagaitindaklanjutpembelajaran

Gurumenyampaikanrencanapembelajaranpadapertemuanberikutnya.

Wellforthenextmeetingwewillstudyabouthowtooperatesomething

f.Pesertadidikdanguruberdoadanmengucapkansalam
Penilaian,PembelajaranRemedial,danPengayaan

TeknikPenilaian

PenilaianSikap

No

AspekyangDinilai

Aktifitas yangdapat diamatiSelamaPembelajaran

Kriteria

Skor

1
Santun(Respect)

Interaksi selamapembelajaranterutama bahasadalambertuturkata

Sangatseringmenunjukkansikapsantun

Seringmenunjukkansikapsantun

Beberapakalimenunjukkansikapsantun

3
Pernahmenunjukkansikapsantun

Tidakpernahmenunjukkansikapsantun

Peduli(care

Sikap ketikateman atau gurumengalamikesulitan selamapembelajaran

Sangatseringmenunjukkansikappeduli

5
Seringmenunjukkansikappeduli

Beberapakalimenunjukkansikappeduli

Pernahmenunjukkansikappeduli

Tidakpernahmenunjukkansikappeduli
1

Jujur(Honest

Sikapyangdilakukan ketikamengerjakantugas,
apakahhasilsendiriataumencontekpunyatemannya

SangatseringmenunjukkansikapJujur

SeringmenunjukkansikapJujur

4
BeberapakalimenunjukkansikapJujur

PernahmenunjukkansikapJujur

Tidakpernahmenunjukkansikapjujur

4
Disiplin(Discipline)

Ketepatan waktupeserta didik ketikaabsen danmengumpulkantugas

Sangatseringmenunjukkansikapdisiplin

Seringmenunjukkansikapdisiplin

Beberapakalimenunjukkansikapdisiplin

3
Pernahmenunjukkansikapdisiplin

Tidakpernahmenunjukkansikapdisiplin

Keterangan:

Setiapaspekmenggunakanskala1s.d.5

Rumusperhitungannilai siswasebagaiberikut:

Jumlahskoryangdiperolehsiswa×100Skormaksimal

Skormaksimaladalahtotalskorsetiapkriteria

JurnalObservasi

TeknikPenilaian:ObservasiditulispadaJurnal

Penjelasan: Catatan pada Jurnal hasil observasi guru mata pelajaran dilakukanKepada
peserta didik yang betul betul bertingkah laku ekstrim positif atau negative.Bila peserta
didik berperilaku tidak baik selama pembelajaran, lebih baik tidak ditulisdulu pada
jurnal. Akan tetapi diperingatkan dulu, diajak berkomunikasi dan
diberipengertian.Kecuali,bilapesertadidiktersebutmasihtetaptidakmemperhatikanperat
uran kelas, guru bisa menulis nama dan butir sikap pada Jurnal sesuai
denganhasilobservasi.

No

Waktu

Tgl/Bln/Th

NamaPeserta

didik

Butirsikap

Tindaklanjut

InstrumenPenilaian

PenilaianPengetahuandanKeterampilan

Kisi-Kisi:
No

Indikator PencapaianKompetensi

IndikatorSoal

Soal

Teknik/bentukPenilaian

3.4.1

Mengidentifikasi(C1)ciri-ciridariteksdeksriptif

Menonton 3video danmenjawab

pertanyaan

Terlampir

Teslisan

3.4.2

Memberikandefinisi(C1)tentangteksdeskriptif

Menyebutkanfungsi sosial,struktur teks,dan unsurkebahasaandariteks

deskriptif

Terlampir

Teslisan

3.4.3

Menjelaskan (C2) fungsisosial,struktur teks,danunsurkebahasaandariteks deskriptif

Menguraikanfungsi sosial,struktur teks,dan unsurkebahasaandariteks

deskriptif

Terlampir

Teslisan

3.4.4

Menentukan (C3)informasiyangterdapatdalamteksdeskriptif.

Menjawabpertanyaanyangberkaitandenganteks

deskriptif

Terlampir

TesTertulis

4.4.1

Membuat(C6)teksdeskriptifyangpendekdansederhanatentangkeluarga.

Membuat teksdeskriptifsingkattentangkeluarga darisalah satuanggotakelompok

dansalah satukeluarga

terkenal

Terlampir

TesTertulis

4.4.2

Mempresentasikan(P4)teksdeskriptifpendekdansederhana.

Dari hasildiskusi,peserta didikmempresentasikan hasilkerjakelompok

mereka

Terlampir

TesPerformance/Praktek

RubrikPenilaiandanPedoman Penskoran

RubrikPenilaianPengetahuan

Aspek

Kriteria

Skor

JumlahSoal

Skor

Maksimal

FungsiSosial

SangatSesuai

3
Sesuai

KurangSesuai

StrukturTeks

SangatTepat

Tepat

2
KurangTepat

Unsur

Kebahasaan

Tepat

TidakTepat

Total

6
10

Rubrik Penilaian KeterampilanRubrikpenilaianlistening

Low(60-70)siswasalahmemahamikonteksyangdibicarakandansalahmemberijawaban

Average(71-
90)siswamampumemahamikonteksyangdibicarakannamunbelumtahukosakatayangdim
aksuddalambahasainggrisuntukmenjawab

Good(91-
100)siswasangatmampumemahamikonteksyangdibicarakandanmemberijawabanyangb
enardengankosakatayangtepat

RubrikPenilaianWriting

Aspek

Kriteria

Skor

Indikator

Menuli s
Struktur

Menulisdenganstructureteksyanglengkap

Strukturlengkaptapitidakterorganisir

Strukturtekstidaklengkap

Tatabahasa

Menggunakantatabahasadengantepat
2

Adabeberapakesalahantatabahasatapitidakmengurangimakna

Banyakkesalahantatabahasayangmengurangimakna

Pilihankata

Menggunakanpilihankatadengantepat

Terdapatbeberapakesalahandalampemilihankata
1

Banyakkesalahandalampemilihankata

No

Nama

Menulis

Jumlah

Skor(9)

Nilai

Struktur(3)

TataBahasa

(3)

Pilihankata

(3)
1

Nilai=(Skor Perolehan:skormaksimal)x10

RublikPenilaianSpeaking
Kriteria

Uraian

RentangSkor

SkorPerolehan

MenanyakandanMenyatakanKemampuansecaraLisan

JikaResponbenar,intonasibenardan

Pengucapanbenardanlancar.

81-100

JikaResponbenar,intonasibenardan

61-80

Pengucapankuranglancar.
JikaResponbenar,intonasikurang

41-60

tepatdanPengucapantidaklancar.

JikaResponbenar,intonasikurangbenar dan Pengucapantidakbenardan

21-40

tidaklancar.
JikaResponkurangbenar,intonasi

0-20

kurangbenardanPengucapan tidakbenar dantidaklancar.

RubrikPenilaianReading

Aspek

Kriteria

Skor

Jumlahsoal

SkorMaksimal

Menjawab

Tepat

10
10

pertanyaan

berdasarka

Tidaktepat

nteks

Total

10

10

PembelajaranRemedialdanPengayaan
ProgramTindakLanjut

PembelajaranRemedial

SiswayangbelummencapaiKKMdiberikegiatanremedialtugasberupa:

pembelajaranulang

bimbinganperorangan

belajarkelompok

pemanfaatantutorsebaya

PembelajaranPengayaan:

SiswayangmemperolehnilaidiatasKKMdiberipengayaanberupaTugasmengerjakansoal-
soal dengantingkatkesulitanlebihtinggi

Meringkasbuku-bukureferensi

LAMPIRAN

Pre-test(Quizizz.com)

1.Multiple-choice

Reportanissue
30seconds

5points
Material

ExploringDescriptiveText1(Person)

Definition

Descriptive text is the text that describes what kind of person or

objectdescribed,goodshape,properties,numberandothersinparticular.Person
Descriptive text is the texts that explain about what a person, islike. The purpose of the
text is to describe and reveal a particular person.It is mostly about sensory experience
like how something looks, soundsandshapes.

SocialFunctions

Todescribeapersoninaspecificway.

Togiveinformationtothereaderssomecharacteristics orfeatures ofa person.

GenericStructures

Identification

Identifiesofmatterwillbedescribed.

Description

Describes or explains personality, qualities, orcharacteristics.

LanguageFeatures

Focusonspecificparticipantsasthemaincharacter.

Mostlyusepresenttenses.(teacher’sfocus)

Use linking verbs or relational process frequently (e.g. is, are, has,have, belongs to) in
order to classify and describe appearance orqualitiesandpartsorfunctionof
phenomena.

Useactionverbsormaterialprocessandbehavioralprocessingiving additional description

regarding action and behaviordone by the participants intext. (e.g. run, play, write,
knock,dance,read).(teacher’s focus)

Use mental verb or mental process when describing feelings. (e.g.think,decide,

reflect,consider)

Frequentlyusenominalgroup.

Useadjectiveandadverbstoaddinformationtonouns(teacher’sfocus)

Addinformationtoverbstoprovidemoredetaileddescriptionaboutthetopic.
Useadverbialphrasestoaddmoreinformationaboutmanner,place, or time and
sometimes realized

Video1Script

Myfamily

Thisismymum.

She has blonde hair and brown eyes. She is kind. She likes to help people. She also
likescooking.Thisismydad.Heisverytallandstrong.Heishard-workingandlikestofixthings.

This
ismybrother,Tim.Hehasgingerhairandbrowneyes.Helikestoplayfootball.Heisverycompeti
tive.

This is my sister, Lucy. She has beautiful hair and big eyes. She likes to draw. She is
artistic.Sheis also friendly.

Thisismyuncle,Fred.Hehascurlyhairandsmallears.Helikesgardeningandoutdooractivities.
Heis creative.

ThisismyauntClara.Shehaslong,wavyhairsandatiny
nose.Sheisshyandpatient.Shelovessewing.

Thisismygrandma,Polly.Shehasshort,greyhair.Sheisveryoldandkind.Shelikestobakecooki
es.

Thisismygrandpa,Martin.Heis
baldandwrinkly.Helikestoplayboardgames,andheisfantasticat playing golf.

Video2Script

Howtomakeagreatcoffeeathome
In this film Mr. Mike Gorthop of London’s Fernandez and wales cafes demonstrates
how toblend up a cup of perfect coffee. For this, you will need some freshly roasted,
beans, filter,somefilterpapers, aweighingscale, ahandgrinder, akettle,and acup

Step1:

Asarule,allow about60gramofcoffeeperliter ofwater

If you are making two small cups you need about 400 milliliters of water which makes
24gramsofcoffee.

Step2:

Thekeytomakingtheperfectcupoffiltercoffee,it’sallinthegrind.Thefinerthegroundsthemor
eslowlythewaterpercolates throughthecoffeeleadingtoamoreintensebrew.

Forgreattastingfiltercoffee.Yourgroundshouldbefineenoughthattheystilllooklikepowderb
ut coarseenough that theyfeel slightlygrittybetweenyourfingers.

Useahand grinderwithanadjustable
grindsettingtoturnyourbeansintogroundstrialanderrorsisyourfriend here.

Step3:

Set your coffeefilterontopof yourcupandputa filterpaperinplaceNowbeforeyou do

anythingelse

PoursomeboilingwaterthroughemptyfilterpaperThisis an importantstep fortworeasons.

Firstly,itwarmsupthefilterandcup

Thismeansthat yourcoffeewillstaywarmforlonger.Secondly, it washes away the taste of

the filter paper.Trustusyou don’t want that

Pourawaythewaterandit’son to thenext step

Step4:

Putthegroundsin thecenteroffilterpaperthenusingwaterthat’sjust off theboil

between90and 95 degrees centigrade.
Pourabout afifth ofthewateroverthecoffee

Wait30 secondsallowingthegroundsto settlebeforeslowlypouringin

therestofthewaterThecoffeeshould takeno longerthan 3 minutes to brew.

If itdoesgrindmaybetoofine

Step5:

Addsugartotaste

Stirand there’snothingleftto dobut enjoy

Video3Script

Good morning Stoughton high school administrationFaculty,staff, and students

In just view moments, we will be ringing our school dismissal bell for one final
time.Beforewedo,Iwantto thankyouallforthelesson learned.

Educational conversation shared laughter and tears and an overall successful school
yearWhenIlookbackoverthispastschoolyearandtheprevioussixschoolyearsIcanseetreme
ndousgrowth andforward progresswehavemade.

I am excited and hopeful about the growth, we will experience as we move into a
beautifulhighlyprogressivesecuretemperaturecontrolledhighschoolbuilding.Onethatkee
pstherainupsidewhichonadayliketodayIamextremelygratefulforbutitisnotthebuildingtha
tmakes aschool.

It’sthepeopleineachoneofyouhavespecialtalentsandhavemadevaluablecontributionsto
our school community and it is because of you and all I know about you that truly
makesme excited about our next adventure so now that our lessons are done and our
boxes arepacked it is time to say farewell to this well-loved truly unique educational
building that wehavehomes.

Following the final dismissal though, you are invited to the cafeteria patio for the
loweringand removal our flag for the final time.It is with tremendous pride
andgratitude that I signofftodayPAforthefinaltime.
MayyouhavewonderfulandrestfulsummerWewill seeyou inSeptember

OrientationWorksheet

Whatisthespeakertalkingabout?

Which videoisrelatedto thetopictoday?

Whydoesit have connectionto thetopictoday?

Howabouttwo othervideos?whyaretheyunrelatedto thetopic?

Worksheet

Studentsareaskedtooutlinesocialfunction,textstructure,andlanguagefeaturefromvideo1.

Myfamily

Thisismymum.

She has blonde hair and brown eyes. She is kind. She likes to help people. She also
likescooking.Thisismydad.Heisverytallandstrong.Heishard-workingandlikestofixthings.

This
ismybrother,Tim.Hehasgingerhairandbrowneyes.Helikestoplayfootball.Heisverycompeti
tive.

This is my sister, Lucy. She has beautiful hair and big eyes. She likes to draw. She is
artistic.Sheis also friendly.

Thisismyuncle,Fred.Hehascurlyhairandsmallears.Helikesgardeningandoutdooractivities.
Heis creative.

ThisismyauntClara.Shehaslong,wavyhairsandatiny
nose.Sheisshyandpatient.Shelovessewing.
Thisismygrandma,Polly.Shehasshort,greyhair.Sheisveryoldandkind.Shelikestobakecooki
es.

Thisismygrandpa,Martin.Heis
baldandwrinkly.Helikestoplayboardgames,andheisfantasticat playing golf.

Worksheet

Hello everyone! My name is Lucy and this is my beloved grandfather! His name is Tim
andhe is my best friend. My grandfather is sixty-four years old and he is retired now, so
he hasplenty of time to be and play with me. I love him very much and I know he loves
me too. Weusuallyspendalot oftimetogether.

He is a widow and he lives with me, my father, my mother and my brother Kevin. We
livein a big house in Fort Collins, Colorado. My grandfather is a very tall and strong
man! Canyou see me on his shoulders in this picture? He is really strong! My
grandfather is a patientand caring man and sometimes I think he is a magician. He’s
always guessing what I want todoortoeatorwhatIfeelinside!…
WhenIamsad,healwaysmakesmelaughwithhisfunnyfaces.Heputsmeonhisshoulders,het
ellsmemanystories(Iknowtheyareimaginary,butIpretend theyarereal!), heeven
singsforme!

EverydaymygrandfatherTimpreparesmybreakfast,hedrivesmeschoolandpicksmeup at
the end of classes, he helps me with my school work, he takes me to the swimming-
pool, he plays chess with me and he counts the stars with me. You know, my
grandfather istheonlygrown-upIknowwho trulyunderstandsme.Ilove him verymuch!

Matchthewordsfromthetextwiththeirequivalentontheright.

beloved

●
●

loving

Big

well-built

Strong

Large

Trueor False?Correctthefalseones.

Lucy’s grandfatherisnamedJohn.

Heisateacher.
Theyspend alotoftimetogether.

Answerthequestionsaboutthetext.

HowoldisLucy’sgrandfather?

WhoisKevin?

WhydoesLucythink heis amagician?

Whatdoes Lucy’sgrandfatherdowhensheissad?

Worksheet

Everygrouplistsinformationusingclusterorlisttechnique.Itisaboutoneofstudents’family.A
fterthat, theymakeadescriptivetext based on information.
.

Cluster

Namesinthe group:

1. 4.

2. 5.

3.
Worksheet

Every group makes a cluster or list and compose a descriptive text about a
famousfamily.

Namesinthe group:

1. 4.

2. 5.

3.