Anda di halaman 1dari 43

LESSON PLAN School Subject Aspect Grade / Semester Time Allocation : SMP Negeri 1 Purbalingga : English : Reading and

Writing : VIII / 1 : 6 x 40 minutes (3 meetings)

Competence Standard Reading 5. Understanding the meaning in short written functional text and simple short essay of descriptive, recount and exposition to communicate with surrounding and/or in academic context. Writing 6. Expressing the meaning in simple functional written texts and short essay of descriptive, recount, and exposition to communicate with surrounding and/or in academic contexts. Basic Competence 11.1/2. Understanding the explicit and implicit meaning in short functional texts and simple short essay of descriptive, recount, and exposition text efficiently and well related with surrounding and/or in academic contexts. 6.1 / 2. Expressing information in simple written short functional texts and simple short essay of descriptive, recount, and exposition text accurately, in sequence and acceptable to communicate with surrounding and / or in academic contexts.

I.

LEARNING OBJECTIVES At the end of the learning, the students are able to: a. Understand the explicit and implicit meaning of descriptive text b. Read aloud and meaningful the descriptive text c. Identify various information in descriptive text d. Identify language features of descriptive text e. Identify generic structure of descriptive text

II.

LEARNING MATERIAL 1. Vocabulary related to the characteristic and qualities of dog, example : tame, train, wonderful, male, named, great, fur, cone, shaped, paws, bark, loudly, noisily, stranger, quietly, hind feet, shake, etc. 2. Spelling, punctuation and the exercise 3. Phrases, example: tame animals, grayish white fur, a cone shaped mouth, etc. 4. Communicative purpose from descriptive text and exercise.

5. Sentences and the exercise. 6. Paragraph and the exercise. 7. Example of descriptive text, the generic structure and exercise.

a. Descriptive text My Pet Identification: Hi, friends. My name is Sultan. Today, Im going to tell you about my pet. Among pets, I Like dogs the best because they are tame animals and they can be trained as a mans friend. I have a wonderful dog. I named him Volvo. Description of characteristic: You know, Volvo is a male dog. He is a Pomeranian dog and is about umm two years old. Thats right, two years old. My dog is great. He has grayish white fur, small ears, and a cone shaped mouth. His paws are strong. Description of qualities: Well, my dear Volvo is a clever dog. He always barks loudly and noisily when there is a stranger coming to my house. You know what? He also can do many things such as sitting down quietly, bringing the newspaper to me, standing on his two hind feet, and shaking my hand. Thats all my description about my dog. Note: Descriptive text is a text which describes a particular person / place / thing. Purpose: to describe a particular person / place / thing. Generic structure: a. b. Identification (Mention name, occupation, profession, carrier, etc.) Description (Mention the physical features, the way he/she dressed, and his/her personality) Language features: a. The use of simple present tense (for thing/person/place which still exist) b. The use of simple past tense (for thing/person/place which do not exist anymore) c. The use of adjectives (ex: She is brown skinned) and compound adjectives (ex: She looks attractive and beautiful) d. The use of linking verbs (to be and verb) e. The use of attributive (has, have, and had) Grammar: 1. Simple present tense. Example: I like dogs. 2. Passive voice. Example: They can be trained as a mans friend. 3. Epithet. Example: grayish-white fur, a cone shaped mouth

III.

LEARNING METHOD 1. Reading aloud 2. Discussion 3. Question and answer 4. Exercise

IV.

STEP OF ACTIVITIES Spoken Cycle

a. Opening Activities (for 1st/ 2nd/ 3rd Meeting) Students: 1. Responding greeting from teacher about various things related to the students condition 2. Responding teacher questions about students presence 3. Paying attention to learning objectives which are going to convey by teacher 4. Brain storming related to the material which is going to be taught by the teacher 5. Paying attention to the material which is going to be taught by the teacher 6. Being active in teaching learning process

b. Main Activities 1st Meeting Students: 1. Listening to the teacher reading a descriptive text 2. Discussing the difficult vocabularies 3. Translating the descriptive text 4. Practicing pronunciation of difficult words 5. Paying attention to the teachers explanation about grammar, generic structure, and language features related to the descriptive text 6. Reading aloud with correct intonation and pronunciation in a group (one student read some sentences of the text and the other listen to it carefully and correct the mistake) 2nd Meeting Students: 1. Identify and analyze structure used in the text in group 2. Answering things related to the descriptive text 3. Finding the explicit meaning in descriptive text individually (doing exercise) 4. Finding the implicit meaning in the descriptive text in a group (doing exercise) 5. Discussing the exercise (home work)

3rd Meeting Students: 1. Paying attention to the pictures shown by the teacher 2. Writing a descriptive text with generic structure in a group of 4 3. Performing the result in front of the class per group by the group representatives 4. Doing peer assessment each group to know and correct the mistake has their friend made 5. Writing a descriptive text individually with the generic structure correctly 6. Asking the teacher to repair their texts.

c. Closing Activities Students: 1. Paying attention to summary and conclusion/ collect the learning experiences together with teacher about the materials 2. Reflecting the learning experiences have done 3. Expressing their handicaps/ problems along the learning activities 4. Paying attention to the homework/ assessment given from the teacher 5. Paying attention to the teacher advice and wishes

V.

LEARNING RESOURCES 1. Relevant textbook 2. Script of conversation/ recorded conversation

VI.

ASSIGNMENT Making a descriptive text

VII.

ASSESSMENT : : performance and written test

a. Assessment technique b. Instrument form c. Spoken test (in pairs) Indicator a. Reading aloud the descriptive text b. Question and answer about explicit and implicit meaning in descriptive text

Assessment Technique Spoken test Form Spoken Example of the instrument Look at the example

Written test

Written (essay)

d. Assessment instrument Descriptive text (My Pet) 1. What is the subject of description in the text above? 2. Who is Volvo? 3. What does Volvo look like? a. his fur b. his paws c. his mouth d. his ears

4. What makes Volvo different from other dogs?

Complete the text by matching the words in the box! Well, do you know about my Any? Any (1) a female baby elephant. I (2) her Any because she (3) . like very nice infant when she was born. She (4) .. from Sumatra but now she (5) from different cities. Her mother, Marsini (6) .. from Lampung, while her father, David, is from Nanggroe Aceh Darussalam, both (7) in Sumatra. People say that Any (8) the smartest Asian elephant. Its very sad that nowadays Any (9) . serious pressure. Look at the picture, she (10) very thin and unhealthy. She (11) her mothers. Can you tell me what should I do? Contact me at the Worldwide Fund for Nature. Thank you. Is/are Look named feel follow

e. Assessment section: Reading Assessment Aspect 1. Fluency 2. Pronunciation 3. Intonation 4. Performance Total Score 1 2 3 4 5 Total

Final Score

= (maximum score x total aspect) x 5 = (5x4) x 5 = 20 x 5 = 100

Essay assessment Aspect 1. The answer is correct, grammar is correct, and spelling is correct 2. The answer is correct, grammar is correct, and spelling is not correct 3. The answer is correct, grammar is not correct, and spelling is correct 4. The answer is correct, grammar is not correct, and spelling is not correct 5. The answer is not correct, grammar is not correct, and spelling is not correct 6. Doesnt answer the question Example: Final Score = (total maximum score x numbers of test items) x 2 = (5 x 10) x 2 = 100 Score 5 4 3 2 1 0

Approved by, Principal of SMPN 1 Purbalingga

Purbalingga, July 11th, 2011 English teacher

Drs. Agus Triyanto, M.M.Pd NIP.19660822 198902 1 002

Sulistianingsih, S.Pd NIPTT. 991001017

LESSON PLAN School Subject Aspect Grade / Semester Time Allocation : SMP Negeri 1 Purbalingga : English : Listening : VIII / 1 : 4 x 40 minutes

Competence Standard: 3. Expressing the meaning in the simple conversation aimed to transactional and interpersonal, interactive and non interactive in formal and non formal situation to communicate with surrounding and / or in academic contexts. Listening 1. Understanding meaning in simple transactional and interpersonal conversation interactive and non interactive in formal and non formal situation to communicate with surrounding and / or in academic contexts. Basic Competence 3.1 / 2. Expressing meaning through short spoken in transactional and interpersonal spoken conversation asking for, giving and refusing information. 1.1 /2. Understanding explicit and implicit meaning in the transactional and interpersonal spoken conversation asking for, giving and refusing information.

I. Learning Objectives At the end of the learning, students are able to express the meaning and communicate in asking for, giving and refusing information.

II. Learning Material 1. Spelling, punctuation, and exercise 2. Gambits 3. Communicative purpose 4. Sentences and exercises 5. Model dialogue 6. Grammar Gambit Materials: Asking for information: Where is it? Id like to know Could you tell me ? Do you know ?

Could I ask ? Could you find out ? What does it look like ?

We also can use yes / no questions and WH-questions (what, when, where, whose, whom, why, who, how) Giving information : Yeah, it is Lake Toba, located in North Sumatra Yes, I do Well, this Statue is really masterpiece

Refusing information : I dont believe it! Youre joking! You must be joking! No, definitely not! Come on! I dont think so Listening tape script (Animal Quiz) Listen to the radio program. Complete the missing words. Hello guys! Welcome to our quiz program with me, Santi. Our quiz today I s about animals. We have an animal at the studio. Can you guess? Pease call us. You can ask five questions before you guess. Dont forget the password Its all about English . Well, here is our first caller. Santi : English on sky quiz. Whos speaking? Caller : This is Ronny. Santi : Hello, Ronny. The password, please! Caller : English on sky. Its all about English. Santi : Very good! Now, whats your first question, Ronny? Caller : Is it a (1) _______________? Santi : No, it isnt Caller : does it have two (2)____________? Santi : Pardon? Im sorry, Ronny. This isnt a very good line. Caller : Does this animal have two legs? Santi : Two legs? Two legs? Yes, it does. Caller : Does it have (3) __________? Santi : Yes, it does. Caller : Can it (4) ____________? Santi : No, it cant

Caller : Can it (5) _____________? Santi : Yes, it can Caller : Can we find this animal in Indonesia? Santi : Yes, we can Caller : Does it eat fruit and (6) ____________? Santi : Hmmm No, it doesnt. Thats your last question, Ronny. Now, please guess. What (7) _______ is it ? Caller : Errr It is an (8) ____________?

III.

Learning Method 1. Role Play 2. Modeling dialogue 3. Listening in language laboratory

IV.

Step of Activities Spoken Cycle

a. Opening activities ( for 1st / 2nd meeting ) Students : 1. Responding greeting from teacher about various things related to students condition 2. Responding teacher question about students present. 3. Playing attention to learning objectives which are going to convey by the teacher 4. Responding questions about the previous materials and paying attention to the material which is going to be taught by the teacher. 5. Being active in teaching learning process

b. Main Activities 1st Meeting Students: 1. Answering questions about asking and giving things. 2. Becoming model of conversation or dialogue by perform / accompany the teacher in front of the class. 3. Playing attention to learning objectives which are going to convey by the teacher. 4. Responding questions about the previous materials and paying attention to the material which is going to be taught by the teacher. 5. Being active in teaching learning process.

2nd Meeting Students: 1. Making dialogue individually about asking and giving thing 2. Practicing dialogue through role play from those expressions 3. Doing peer assessment each group to know and correct the mistake has their friends made c. Closing Activities (for 1st / 2nd Meeting) Students: 1. Paying attention to summary and conclusion/ collect the learning experiences together with teacher about the materials 2. Reflecting the learning experiences have done 3. Expressing their handicaps/ problems along the learning activities 4. Paying attention to the homework / assessment given from the teacher 5. Paying attention to the advice and wishes from the teacher

V.

Learning Resources 1. Relevant textbook 2. Script of conversation/ recorded conversation 3. Relevant pictures

VI.

Assignment 1. Students write a dialogue about asking and giving information individually 2. Doing exercise from teacher

VII.

Assessment a. Assessment technique b. Instrument form c. Spoken test (in pairs) Indicator Assessment Technique Oral test Form Performance (oral) Example of instrument Look at the example : Oral test and written test : Performance and written test

a. Express the meaning and communicate in asking for, giving and refusing information b. Question and answer about asking for, giving and refusing information

Written test

Written (essay)

d. Assessment instrument Write dialogue based on the following situation: a) Act as a reporter. Make an interview with your favorite actor / actress. b) Anita asked Butet about her holiday to her grannys house. c) Michael asked Indra about a good hotel, restaurants, and tourism resort in Yogyakarta, d) Imelda went to the hospital, in the receptionist desk, she had to answer all the nurse questions about her identity

e. Assessment Section: Speaking assessment/ oral test: Aspect 1. Fluency 2. Pronunciation 3. Intonation 4. Performance Total Score 1 2 3 4 5 Total

Final Score

= (maximum score x total aspect) x 5 = (5 x 5) x 4 = 25 x 4 = 100

Essay assessment Aspect 1. Dialogue based to the situation, grammar is correct, and spelling is correct 2. Dialogue based to the situation, grammar is correct, and spelling is not correct 3. Dialogue based to the situation, grammar is not correct, and spelling is correct 4. Dialogue based to the situation, grammar is not correct, and spelling is not correct 5. Dialogue not based to the situation, grammar is not correct, and spelling is not correct 6. No answer 0 1 2 3 4 Score 5

Example: Final Score = (total maximum score x number of items) x 2 = (5 x 10) x 2 = 50 x 2 = 100

Approved by, Principal of SMPN 1 Purbalingga

Purbalingga, July 11th, 2011 English teacher

Drs. Agus Triyanto, M.M.Pd NIP.19660822 198902 1 002

Sulistianingsih, S.Pd NIPTT. 991001017

LESSON PLAN School Subject Aspect Class / Semester Time Allocation : SMP Negeri 1 Purbalingga : English : Listening and Speaking : VIII (eight) / 1 : 4 x 40 minutes (2 Meetings)

Competence Standard: Listening 1. Understanding meaning in simple transactional and interpersonal conversation interactive and non interactive in formal and non formal situation to communicate with surrounding and / or in academic context. Speaking 3. Expressing the meaning in simple conversation aimed to transactional and interpersonal, interactive and non interactive in formal and non formal situation to communicate with surrounding and / or in academic context Basic Competence: 1.1/2. Understanding explicit and implicit meaning in the transactional and interpersonal spoken conversation of asking for, giving and refusing thing 3. 1/2. Expressing meaning through short spoken in the transactional and interpersonal spoken conversation of asking for, giving and refusing thing

I.

Learning Objectives At the end of the learning, students are able to express the meaning and communicate in asking for, giving and refusing thing

II.

Learning Materials 1. Vocabulary 2. Spelling, punctuation, and the exercise 3. Phrases and examples 4. Communicative purpose 5. Sentences and exercises 6. Model dialogue 7. Grammar

Gambit Materials Asking for thing: Give me a piece of paper please! Can I have another glass of water?

Would you mind watching my bag for a moment? Giving thing:

Here you are Here is your book Refusing thing: -No, thank you Thats sound fine, thank you Id love to but Im full Dont give that animal to me Im sorry I dont like that cake Sorry, I cant accept it

III.

Learning Method 1. 2. 3. Role play Modeling dialogue Listening in laboratory

IV.

Step of Activities Spoken Cycle

a. Opening Activities Students: 1. Responding greeting from teacher about various things related to the students condition 2. Responding to the teacher question about the students present 3. Paying attention to learning objectives which are going to convey by the teacher 4. Responding the question about the previous materials and paying attention to the material which is going to be taught by the teacher 5. Being active in teaching learning process

b. Main Activities 1st Meeting Students: 1. Answering questions about asking and giving things 2. Becoming model of conversation or dialogue by perform / accompany the teacher in front of the class 3. Identifying the function of asking and giving thing 4. Repeating the pronunciation and intonation of asking and giving thing 5. Brain storming about vocabularies related to the materials

6. Paying attention to the grammar of the materials 7. Making dialogue individually about asking and giving thing 8. Practicing dialogue through role play from those expressions 9. Doing peer assessment each group to know and correct the mistakes has their friends made 2nd Meeting (Listening in language Laboratory) Students: 1. Reading the listening tape script 2. Finding key words meaning from tape script 3. Listening the dialogue from VCD / Cassette 4. Completing the missing sentences from the dialogue 5. Repeating the pronunciation and intonation of sentences played 6. Practicing the dialogue according to the materials 7. Discussing about the grammar learned 8. Identifying functions of the expressions have learned 9. Listening the sentences played by the teacher 10. Repeating the sentences they would hear and correct it if the make mistake 11. Answering questions related to the text c. Closing Activities (for 1st / 2nd Meeting) Students: 1. Paying attention to summary and conclusion / collect the learning experiences together with teacher about the materials 2. Reflecting the learning experience have done 3. Expressing their handicaps / problem along the learning activities 4. Paying attention to the homework / assessment given from the teacher 5. Paying attention to the advice and wishes from teacher

V.

Learning Resources 1. Relevant text book 2. Script of conversation / recorded conversation 3. Relevant picture

VI.

Assignment Students write a dialogue about asking and giving information and asking and giving fact individually

VIII. Assessment a. Assessment technique b. instrument form c. Spoken test (in pairs) Indicator a. Express the meaning and communicate in asking and giving things b. Question and answer about asking and giving things Written test Written (essay) Assessment Technique Oral test Form Performance (oral) Example of instrument Look at the example : : performance and written test

d. Assessment instrument Write a dialogue based on the following situations: 1. Lisa had a new comic and Jenifer knew it. She asked Lisa whether she can see it. 2. Mrs. Rachel asked Rico about his homework because she wanted to check it. 3. Mr. George was in restaurant and he asked the waiter to bring him the favorite menu of that restaurant

e. Assessment section: Speaking assessment/ oral test Aspect 1. Fluency 2. Pronunciation 3. Intonation 4. Performance Total Score 1 2 3 4 5 Total

Final Score

= (maximum score x total aspect) x 5 = (5 x 5) x 4 = 25 x 4 = 100

Essay assessment Aspect 1. Dialogue based to the situation, grammar is correct, and spelling is correct 2. Dialogue based to the situation, grammar is correct, and spelling is not correct 3. Dialogue based to the situation, grammar is not correct, and spelling is correct 4. Dialogue based to the situation, grammar is not correct, and spelling is not correct 5. Dialogue not based to the situation, grammar is not correct, and spelling is not correct 6. No answer 0 1 2 3 4 Score 5

Example: Final Score = (total maximum score x number of items) x 2 = (5 x 10) x 2 = 50 x 2 = 100

Approved by, Principal of SMPN 1 Purbalingga

Purbalingga, July 11th, 2011 English teacher

Drs. Agus Triyanto, M.M.Pd NIP.19660822 198902 1 002

Sulistianingsih, S.Pd NIPTT. 991001017

LESSON PLAN School Subject Aspect Class / Semester Time Allocation : SMP Negeri 1 Purbalingga : English : Speaking : VIII (eight) / 1 : 4 x 40 minutes (2 Meetings)

Competence Standard: Speaking 3. Expressing the meaning in simple conversation aimed to transactional and interpersonal, interactive and non interactive in formal and non formal situation to communicate with surrounding and/or in academic contexts

Basic Competence 3.1/2. Expressing meaning through short spoken in transactional and interpersonal spoken conversation of admitting and denying information

I. Learning Objectives At the end of the learning, students are able to express the meaning and communicate in admitting and denying information

II. Learning Material 1. Spelling and exercise 2. Gambits 3. Communicative purpose 4. Sentences and exercises 5. Model dialogue 6. Grammar

Gambits materials: Admitting information: Thats true Thats right Right Okay Yes Exactly Denying information: - No. Thats not true - No. Im afraid not - Im not sure - I dont know

III. Learning Method 1. Role play 2. Modeling dialogue 3. Listening in language laboratory

IV. Step of Activities Spoken Cycle a. Opening activities (for 1st / 2nd meeting) Students: 1. Responding greeting from teacher about various things related to the students condition 2. Responding teacher question about students presence 3. Paying attention to learning objectives which are going to convey by the teacher 4. Responding questions about the previous materials and paying attention to the material which is going to be taught by the teacher 5. Being active in teaching learning process

b. Main Activities 1st Meeting Students: 1. Answering questions about admitting and denying information 2. Becoming model of conversation or dialogue by perform/ accompany the teacher in front of the class 3. Identifying the function of admitting and denying information 4. Repeating the pronunciation and intonation of admitting and denying information 5. Brain storming about vocabularies related to the materials 6. Paying attention to the grammar of materials 7. Making dialogue individually about admitting and denying information 8. Practicing dialogue trough role play from those expressions 9. Doing peer assessment each group to know and correct the mistake has their friends made 2nd Meeting (Listening in language laboratory) Students: 1. Reading the listening tape script 2. Finding key words meaning from tape script 3. Listening the dialogue from VCD/ cassette (twice) 4. Completing the missing sentences from the dialogue 5. Repeating the pronunciation and intonation of the sentences played 6. Practicing the dialogue according to the material

7. Discussing about grammar learned 8. Identifying functions of the expressions have learned 9. Listening the sentences played by the teacher 10. Repeating the sentences they would hear and correct it if they make mistakes 11. Answering questions related to the text c. Closing Activities (for 1st / 2nd Meeting) Students: 1. Paying attention to summary and conclusion / collect the learning experience together with teacher about the materials 2. Reflecting the learning experience have done 3. Expressing their handicaps/ problems along the learning activities 4. Paying attention to the homework/ assessment given from the teacher 5. Paying attention to the advice and wishes from the teacher

V. Learning Resources 1. Relevant textbook 2. Script of conversation / recorded conversation 3. Relevant picture

VI. Assignment Students write dialogue about admitting and denying information individually

VII. Assessment a. Assessment technique b. instrument form c. Spoken test (in pairs) Indicator a. Express the meaning and communicate in admitting and denying information b. Question and answer about admitting and denying information Written test Written (objective test and essay) Assessment Technique Oral test Form Performance (oral) Example of instrument Look at the example : : performance and written test

d. Assessment instrument Write a dialogue based on the following situations: 1. The classroom is in a mess. Today is your groups turn to clean it and you are the leader of the group. Your teacher is a bit angry because of it. You admit that it is your fault. You came to school late and did not have time to do the job. 2. Your friends ruler is broken. You were the last person who used it. She accused you of breaking it, but you did not do it. You had earlier returned the ruler to her in good condition.

e. Assessment section: Speaking assessment/ oral test Aspect 1. Fluency 2. Pronunciation 3. Intonation 4. Performance Total Score 1 2 3 4 5 Total

Final Score

= (maximum score x total aspect) x 5 = (5 x 5) x 4 = 25 x 4 = 100

Essay assessment Aspect 1. Dialogue based to the situation, grammar is correct, and spelling is correct 2. Dialogue based to the situation, grammar is correct, and spelling is not correct 3. Dialogue based to the situation, grammar is not correct, and spelling is correct 4. Dialogue based to the situation, grammar is not correct, and spelling is not correct 5. Dialogue not based to the situation, grammar is not correct, and spelling is not correct 6. No answer 0 1 2 3 4 Score 5

Example: Final Score = (total maximum score x number of items) x 2 = (5 x 10) x 2 = 50 x 2 = 100

Approved by, Principal of SMPN 1 Purbalingga

Purbalingga, July 11th, 2011 English teacher

Drs. Agus Triyanto, M.M.Pd NIP.19660822 198902 1 002

Sulistianingsih, S.Pd NIPTT. 991001017

LESSON PLAN School Subject Aspect Class / Semester Time Allocation : SMP Negeri 1 Purbalingga : English : Listening : VIII (eight) / 1 : 4 x 40 minutes (2 Meetings)

Competence Standard Listening 1. Understanding meaning in simple transactional and interpersonal conversation interactive and non interactive in formal and non formal situation to communicate with surrounding and/or in academic context

Basic Competence 1.1/2. Understanding explicit and implicit meaning in the transactional and interpersonal spoken conversation of asking and giving opinion

I. Learning Objectives At the end of the learning, the students are able to: a. Understanding the explicit and implicit meaning in asking and giving opinion b. Responding gambits of asking and giving opinion

II. Learning Material 1. Spelling and exercise 2. Gambits and examples 3. Communicative purpose 4. Sentence and exercise 5. Listening tape script 6. Grammar Asking Opinion: How was the movie last night? How do you like youre your RSBI class? Is there anything youd like to say about this issue? What do you think of this plan? What are your feelings about sex education in elementary school? Whats your opinion on the way the President handled the increasing of fuel? Could you give me your comment on my presentation? What do you think of ?

Do you have any idea? Please give me your frank opinion.

Giving Opinion: It was a great subject I think that what you did looks okay In my opinion, the movie is lousy If I were you, Id quit As I see it, were in for some hard times I feel that theres a lot of injustice in Indonesia From my point of view, I believe .

III. Learning Method 1. Question and answer 2. Role play 3. Modeling dialogue 4. Listening in language laboratory

IV. Step of Activities Spoken Cycle a. Opening activities (for 1st / 2nd meeting) Students: 1. Responding greeting from teacher about various things related to the students condition 2. Responding teacher question about students presence 3. Paying attention to learning objectives which are going to convey by the teacher 4. Responding questions about the previous materials and paying attention to the material which is going to be taught by the teacher 5. Being active in teaching learning process

b. Main Activities 1st Meeting Students: 1. Answering questions about asking and giving opinion 2. Becoming model of conversation or dialogue by perform/ accompany the teacher in front of the class 3. Identifying the function of asking and giving opinion 4. Repeating the pronunciation and intonation of asking and giving opinion 5. Brain storming about vocabularies related to the materials

6. Paying attention to the grammar of materials 7. Making dialogue individually about asking and giving opinion 8. Practicing dialogue trough role play from those expressions 9. Doing peer assessment each group to know and correct the mistake has their friends made 2nd Meeting (Listening in language laboratory) Students: 1. Reading the listening tape script 2. Finding key words meaning from tape script 3. Listening the dialogue from VCD/ cassette (twice) 4. Completing the missing sentences from the dialogue 5. Repeating the pronunciation and intonation of the sentences played 6. Practicing the dialogue according to the material 7. Discussing about grammar learned 8. Identifying functions of the expressions have learned 9. Listening the sentences played by the teacher 10. Repeating the sentences they would hear and correct it if they make mistakes 11. Answering questions related to the text c. Closing Activities (for 1st / 2nd Meeting) Students: 1. Paying attention to summary and conclusion / collect the learning experience together with teacher about the materials 2. Reflecting the learning experience have done 3. Expressing their handicaps/ problems along the learning activities 4. Paying attention to the homework/ assessment given from the teacher 5. Paying attention to the advice and wishes from the teacher

V. Learning Resources 1. Relevant textbook 2. Script of conversation / recorded conversation Listening script Andy : Hello guys! Its really good to be with you again. As the saying goes: a friend in need is a friend indeed, todays quiz is about friends. Who doesnt have friends? Nobody. Everybody has friends. Id like to know your ideas of good friends. Why dont you call us and share your ideas. As usual, we have three special gifts waiting for the lucky callers. Ah, this is our first caller. Hello! EOS Quiz. Bunga : Hi, Andy. This is Bunga.

Andy Bunga

: Alright Bunga. What are good friends? : Well, I have a lot of friends. I like them because they are always at my side when Im in trouble.

Andy

: So, a good friend is always at your side when you are in trouble. Is that what you think?

Bunga Andy

: Right. I think thats all. Bye, Andy. : Thanks a lot Bunga. Bye. Oops. Heres our second caller. Hello! EOS Quiz.

Michael : EOS Quiz. This is Michael. Andy : Hi Michael. Do you have any good friend?

Michael : Yes, I do. I have some good friends. I think good friends always respect me and I respect them too. Andy : So, the key word here is mutual respect. Is that right?

Michael : Absolutely. Thanks, Andy. Bye. Andy : Bye Michael, and thanks. Wow! Heres another caller. Hello there! EOS Quiz. Whos speaking? Butet Andy : Hi Andy. This is Butet. : Hello Butet! Sorry, I cant hear your voice clearly. Can you turn down the volume of your radio please? Butet Andy Butet : Okay. : Right. Thats better. Well, Butet, whats your idea of good friends? : In my opinion, a good friend cares about my feeling and my dreams. A good friend is also honest. I enjoy spending my time with them. Andy : Wow! What an idea. Thanks, Butet. Please wait till the end of the program. Who knows if youre lucky. Butet Andy : I hope so. Bye, Andy. : Bye Butet. Well, guys. Ill be back after this song thats what friends are for. Stay tuned.

VI. Assignment Students write dialogue about asking and giving opinion individually

VII. Assessment a. Assessment technique b. instrument form c. Spoken test (in pairs) : : performance and written test

Indicator a. Express the meaning and communicate in asking and giving opinion b. Question and answer about asking and giving opinion

Assessment Technique Oral test Form Oral Example of instrument Look at the example

Written test

Written (essay)

d. assessment instrument Students make dialogue from the situation below: 1. One day, you went to the beach. You were impressed by it. One of the reasons was that the beach was very clean. Your friend asks you to describe it. What would you say? 2. You are going to your friends house. Unfortunately, the weather is cloudy. Your mother suggests you bring an umbrella. What would you say? 3. You are going to play football. Unfortunately, its raining heavily. Your father suggests you dont go. What would you say?

e. Assessment section: Speaking assessment/ oral test Aspect 1. Fluency 2. Pronunciation 3. Intonation 4. Performance Total Score 1 2 3 4 5 Total

Final Score

= (maximum score x total aspect) x 5 = (5 x 5) x 4 = 25 x 4 = 100

Essay assessment Aspect 1. Dialogue based to the situation, grammar is correct, and spelling is correct 2. Dialogue based to the situation, grammar is correct, and spelling is not correct 3. Dialogue based to the situation, grammar is not correct, and spelling is correct 4. Dialogue based to the situation, grammar is not correct, and spelling is not correct 5. Dialogue not based to the situation, grammar is not correct, and spelling is not correct 6. No answer Example: Final Score = (total maximum score x number of items) x 2 = (5 x 10) x 2 = 50 x 2 = 100 0 1 2 3 4 Score 5

Approved by, Principal of SMPN 1 Purbalingga

Purbalingga, July 11th, 2011 English teacher

Drs. Agus Triyanto, M.M.Pd NIP.19660822 198902 1 002

Sulistianingsih, S.Pd NIPTT. 991001017

LESSON PLAN School Subject Aspect Class / Semester Time Allocation : SMP Negeri 1 Purbalingga : English : Speaking and Listening : VIII (eight) / 1 : 4 x 40 minutes (2/3 Meetings)

Competence Standard Speaking 3. Expressing the meaning in simple conversation aimed to transactional and interpersonal, interactive and non interactive in formal and non formal situation to communicate with surrounding and/or in academic contexts Listening 1. Understanding meaning in simple transactional and interpersonal conversation interactive and non interactive in formal and non formal situation to communicate with surrounding and/or in academic contexts Basic Competence 3.1/2. Expressing meaning through short spoken in the transactional and interpersonal spoken conversation of expressing, receiving, and refusing invitation 1.1/2. Understanding explicit and implicit meaning in the transactional and interpersonal spoken conversation of expressing, receiving, and refusing invitation

I. Learning Objectives At the end of the learning, students are able to: a. Understanding the explicit and implicit meaning in expressing, receiving, and refusing invitation b. Responding gambits in expressing, receiving, and refusing invitation

II. Learning Materials 1. Spelling and exercise 2. Gambits and example 3. Communicative purpose 4. Sentences and exercises 5. Listening tape script 6. Grammar

Inviting to join an activity: Lets join it Cmon

Cmon and join us You want to come along with us? Would you like to join us? Would you be interested in seeing it with us? Youre invited to sing too, if you want How about going with us?

Receiving invitation: Yeah, thats sounds good Lets go Okay Thats a great idea With pleasure

Refusing invitation: Im sorry, I think I cant go with you Id love to, but I cant Sorry, Im busy tonight Im sorry, I have something to do

Listening tape Script Listen to the conversation between tony and Bertha. Complete the missing words! Bertha : Hello, 388177 Tony : Could I (1) __________ to Bertha please?

Bertha : Speaking. Whos that? Tony : This is Tony speaking.

Bertha : Hi Tony. How are you? Tony : Fine thanks. Listen, are you free (2) ________ ?

Bertha : Yes. Whats up? Tony : Lets hang out to the mall.

Bertha : Well, Im afraid I cant. Id better play (3) __________ than go to the mall. Tony : How about going to a game (4) ___________ ?

Bertha : Thats a good idea. Tony : What time are we meeting?

Bertha : (5) _________ pm at your house. Tony : Im picking you up.

Bertha : Sound nice. Ill see you then. Tony : See you

III. Learning Method 1. Question and answer 2. Role play 3. Modeling dialogue 4. Listening in language laboratory

IV. Step of Activities Spoken Cycle a. Opening activities (for 1st / 2nd meeting) Students: 1. Responding greeting from teacher about various things related to the students condition 2. Responding teacher question about students presence 3. Paying attention to learning objectives which are going to convey by the teacher 4. Responding questions about the previous materials and paying attention to the material which is going to be taught by the teacher 5. Being active in teaching learning process b. Main Activities 1st Meeting Students: 1. Answering questions about expressing, receiving, and refusing invitation 2. Becoming model of conversation or dialogue by perform/ accompany the teacher in front of the class 3. Identifying the function of expressing, receiving, and refusing invitation 4. Repeating the pronunciation and intonation of expressing, receiving, and refusing invitation 5. Brain storming about vocabularies related to the materials 6. Paying attention to the grammar of materials 7. Making dialogue individually about expressing, receiving, and refusing invitation 8. Practicing dialogue trough role play from those expressions 9. Doing peer assessment each group to know and correct the mistake has their friends made 2nd Meeting (Listening in language laboratory) Students: 1. Reading the listening tape script 2. Finding key words meaning from tape script 3. Listening the dialogue from VCD/ cassette (twice) 4. Completing the missing sentences from the dialogue 5. Repeating the pronunciation and intonation of the sentences played 6. Practicing the dialogue according to the material

7. Discussing about grammar learned 8. Identifying functions of the expressions have learned 9. Listening the sentences played by the teacher 10. Repeating the sentences they would hear and correct it if they make mistakes 11. Answering questions related to the text c. Closing Activities (for 1st / 2nd Meeting) Students: 1. Paying attention to summary and conclusion / collect the learning experience together with teacher about the materials 2. Reflecting the learning experience have done 3. Expressing their handicaps/ problems along the learning activities 4. Paying attention to the homework/ assessment given from the teacher 5. Paying attention to the advice and wishes from the teacher

V. Learning Resources 1. Relevant textbook 2. Script of conversation / recorded conversation

VI. Assignment Students write dialogue about expressing, receiving, and refusing invitation individually

VII. Assessment a. Assessment technique b. instrument form c. Spoken test (in pairs) Indicator a. Express the meaning and communicate in expressing, receiving, and refusing invitation b. Question and answer about expressing, receiving, and refusing invitation Written test Written (essay) Assessment Technique Oral test Form Oral Example of instrument Look at the example : : performance and written test

d. Assessment instrument Say True or False! 1. __________ Bertha is calling Tony 2. __________ Tony is probably Berthas friend 3. __________ Tony probably lives in different city from Bertha 4. __________ Bertha isnt doing anything tonight 5. __________ Bertha is inviting Tony to hang out 6. __________ Tony doesnt want to hang out to a mall 7. __________ Tony and Bertha are going to a game center 8. __________ If they go to a game center, Bertha wont probably be tired 9. __________ They are meeting at Tonys house 10. _________ They start playing at game center at 7

e. Assessment section: Speaking assessment/ oral test Aspect 1. Fluency 2. Pronunciation 3. Intonation 4. Performance Total Score 1 2 3 4 5 Total

Final Score

= (maximum score x total aspect) x 5 = (5 x 5) x 4 = 25 x 4 = 100

Essay assessment Aspect 1. Dialogue based to the situation, grammar is correct, and spelling is correct 2. Dialogue based to the situation, grammar is correct, and spelling is not correct 3. Dialogue based to the situation, grammar is not correct, and spelling is correct 4. Dialogue based to the situation, grammar is not correct, and spelling is not correct 2 3 4 Score 5

5. Dialogue not based to the situation, grammar is not correct, and spelling is not correct 6. No answer

Example: Final Score = (total maximum score x number of items) x 2 = (5 x 10) x 2 = 50 x 2 = 100

Approved by, Principal of SMPN 1 Purbalingga

Purbalingga, July 11th, 2011 English teacher

Drs. Agus Triyanto, M.M.Pd NIP.19660822 198902 1 002

Sulistianingsih, S.Pd NIPTT. 991001017

LESSON PLAN School Subject Aspect Class / Semester Time Allocation : SMP Negeri 1 Purbalingga : English : Reading and Writing : VIII (eight) / 1 : 2 x 40 minutes (1 Meeting)

Competence Standard Reading 5. Understanding the meaning in short written functional text to communicate with surrounding and/or in academic contexts Writing 6. Expressing the meaning in simple functional written texts to communicate with surrounding and/or in academic contexts

Basic Competence 11.1/2. Understanding the explicit and implicit meaning in short functional texts efficiently and well related with surrounding and/or in academic contexts 6.1/2. Expressing information in simple written short functional text accurately, in sequence and acceptable to communicate with surrounding and/or in academic contexts

I. Learning Objectives At the end of the learning, the students are able to: 1. Understand the explicit and implicit meaning of invitation letter 2. Read aloud and meaningful invitation letter 3. Identify various information in invitation letter 4. Identify language feature of invitation letter

II. Learning Material 1. Vocabulary 2. Spelling, punctuation and exercise 3. Phrases and example 4. Communicative purpose 5. Sentences and exercises 6. Model dialogue 7. Grammar

Example of invitation letter: Doni 8/29/2011 Hi, there. R U ok? Pls come 2 my house tmr at 04:00 p.m. Big party, dude! Dont miss it! Ty

III. Learning Method 1. Reading aloud 2. Discussion 3. Question and answer 4. Exercises

IV. Step of Activities Spoken Cycle a. Opening activities Students: 1. Responding greeting from teacher about various things related to the students condition 2. Responding teacher question about students presence 3. Paying attention to learning objectives which are going to convey by the teacher 4. Responding questions about the previous materials and paying attention to the material which is going to be taught by the teacher 5. Being active in teaching learning process

b. Main Activities Students: 1. Listening the teacher reading the invitation letter 2. Discussing the difficult vocabularies 3. Translating the invitation letter 4. Practicing pronunciation of difficult words 5. Paying attention to the teacher explanation about the grammar, generic structure, and language features related to the invitation letter 6. Answering about things related to the invitation letter 7. Finding the explicit/implicit meaning in the invitation letter individually (doing exercise) 8. Making invitation letter individually

c. Closing Activities Students: 1. Paying attention to summary and conclusion / collect the learning experience together with teacher about the materials 2. Reflecting the learning experience have done 3. Expressing their handicaps/ problems along the learning activities 4. Paying attention to the homework/ assessment given from the teacher 5. Paying attention to the advice and wishes from the teacher

V. Learning Resources 1. Relevant textbook 2. Example of Invitation letter

VI. Assignment Students write an invitation letter individually

VII. Assessment a. Assessment technique b. Instrument form c. Spoken test (in pairs) : : performance and written test

Indicator a. Reading aloud the invitation letter b. Question and answer about explicit and implicit meaning in invitation letter

Assessment Technique Oral test Form Oral Example of instrument Look at the example

Written test

Written (objective test and essay)

d. Assessment instrument Look at the following invitation card! Complete the dialogue with congratulation expressions. Then, answer the questions! Mr. Jackson Mr. Suntoni appreciate it. Mr. Jackson Suntoni? Mr. Suntoni Mr. Jackson : Uhm. four altogether. This is the fourth one. : Well, youve done a great job, Mr. Suntoni. _________ once again : Thank you. By the way, how many branches do you have now, Mr. : Well, Mr. Suntoni, ______ on the opening of your new branch office. : Oh, ______, Mr. Jackson. Im glad you could come. I really

and all the best to you. Mr. Suntoni : ________

e. Assessment section: Speaking assessment/ oral test Aspect 1. Fluency 2. Pronunciation 3. Intonation 4. Performance Total Final Score = (maximum score x total aspect) x 5 = (5 x 5) x 4 = 25 x 4 = 100 Score 1 2 3 4 5 Total

Essay assessment Aspect 1. The answer is correct, grammar is correct, and spelling is correct 2. The answer is correct, grammar is correct, and spelling is not correct 3. The answer is correct, grammar is not correct, and spelling is correct 4. The answer is correct, grammar is not correct, and spelling is not correct 5. The answer is not correct, grammar is not correct, and spelling is not correct 6. Doesnt answer the question Example: Final Score = (total maximum score x number of items) x 2 = (5 x 10) x 2 = 50 x 2 = 100 0 1 2 3 Score 5 4

Approved by, Principal of SMPN 1 Purbalingga

Purbalingga, July 11th, 2011 English teacher

Drs. Agus Triyanto, M.M.Pd NIP.19660822 198902 1 002

Sulistianingsih, S.Pd NIPTT. 991001017

LESSON PLAN School Subject Aspect Class / Semester Time Allocation : SMP Negeri 1 Purbalingga : English : Reading and Writing : VIII (eight) / 1 : 8 x 40 minutes

Competence Standard Reading 5. Understanding the meaning in short written functional texts and simple essay of descriptive, recount, and exposition to communicate with surrounding and/or in academic contexts Writing 6. Expressing the meaning in simple functional written texts and short essay of descriptive, recount, and exposition to communicate with surrounding and/or in academic contexts Basic Competence 11.1/2. Understanding the explicit and implicit meaning in short functional texts and simple short essay of recount text efficiently and well related with surrounding and/or in academic contexts 6.1/2. Expressing information in simple written short functional texts and simple short essay of recount text accurately, in sequence, and acceptable to communicate with surrounding and/or in academic contexts

I. Learning Objectives At the end of the learning, students are able to: 1. Understand the explicit and implicit meaning of recount text 2. Read aloud and meaningful of recount text 3. Identify various information in recount text 4. Identify language feature of recount text 5. Identify generic structure of recount text

II. Learning Material 1. Vocabulary 2. Spelling, punctuation, and the exercises 3. Phrases and example 4. Communicative purpose 5. Sentences and exercises 6. Grammar

Recount Text: Earthquake Orientation: Has everybody here heard about earthquake? Do you know what it is like when it happens? Well, I once experienced it. Okay, Ill tell you about my experience. Listen. Event 1: I was driving along the coast road when the car suddenly lurched to one side. Event 2: You know what happened? At first I thought a tire had gone flat. Then, I saw telegraph poles collapsing like matchsticks. Its terrible, isnt it? Event 3: Next, guess what! The rocks came tumbling across the road and I had to get out of the car. When I got back to town, well, as I said, there wasnt much left. Reorientation: My God, that was a nightmare.

Note: Recount text is a text which tell about past experience. Purpose: to tell the readers what happened in the past through sequence of events Generic Structure: Personal Recount: a. Orientation (who were involved in the story, when, and where) b. Events (telling what happened in a chronological order) c. Evaluation (Comments of the writer/speaker about the experience) d. Re-orientation (the conclusion of the experience) Factual Recount: a. Orientation (who were involved in the story, when, and where) b. Events (tell what happened in a chronological order) Language features: The use of nouns and pronouns (example: David, We, his, etc.) The use of action verb (example: went, spent, played, etc.) The use of past tense (Example: We went for a trip to the zoo) The use of time conjunction (example: and, but, after, finally, etc.) The use of adverbs and adverbs of phrase (example: in my house, two days ago, slowly, cheerfully, etc.) Adjectives (example: beautiful, sunny, etc.)

III. Learning Method 1. Questions and answer 2. Reading aloud 3. Discussion 4. Exercises

IV. Step of Activities Spoken Cycle a. Opening Activities (for 1st/ 2nd/ 3rd/ 4th meeting) Students: 1. Responding greeting from teacher about various things related to the students condition 2. Responding teacher question about students presence 3. Paying attention to learning objectives which are going to convey by the teacher 4. Responding questions about the previous materials and paying attention to the material which is going to be taught by the teacher 5. Being active in teaching learning process

b. Main Activities 1st Meeting Students: 1. Listening the teacher reading the recount text 2. Discussing the difficult vocabularies 3. Translating the recount text 4. Practicing pronunciation of difficult words 5. Paying attention to the teacher explanation about the grammar, generic structure, and language features related to the recount text 2nd Meeting Students: 1. Reading aloud with correct intonation and pronunciation in a group. (one student reads some sentences of the text and the other listen it carefully and correct the mistake) 2. Identify and analyze structure used in the text in a group 3. Answering about things related to recount text 4. Reading a recount text from teacher 5. Finding the explicit meaning in recount text individually. (Doing exercise) 6. Finding implicit meaning in recount text in a group. (Doing exercise) 7. Discussing the exercise / homework

3rd Meeting Students: 1. Paying attention to the pictures shown by the teacher 2. Writing a recount text with generic structure in a group of four 3. Performing the result in front of the class per group by the group representative 4. Doing peer assessment to know and correct the mistake has their friends made c. Closing Activities Students: 1. Paying attention to summary and conclusion / collect the learning experience together with teacher about the materials 2. Reflecting the learning experience have done 3. Expressing their handicaps/ problems along the learning activities 4. Paying attention to the homework/ assessment given from the teacher 5. Paying attention to the advice and wishes from the teacher

V. Learning Resources 1. Relevant textbook 2. Script of conversation / recorded conversation

VI. Assignment 1. Students write a composition about recount text in a group or individually 2. Students do their work book for homework

VII. Assessment a. Assessment technique b. Instrument form c. Spoken test (in pairs) Assessment Indicator Technique Oral test Oral Form Example of the Instrument Look at the example : : performance and written test

a. Reading aloud a recount text b. Question and answer about explicit and implicit meaning in recount text

Written test

Written (essay)

d. Assessment instrument Answer the following questions based on the text of Earthquake! 1. Who was involved in the story?

2. Where did the story happen? 3. What is the first event of the story? 4. What is the second event of the story? 5. The last event of the story is .. 6. Among the three events, which event touches your heart the most/ 7. What is the purpose of the writer telling his story? 8. Why do you have to use past tense in the story? 9. How did the writer feel about this story?

Final Score

= (maximum score x total aspect) x 5 = (5 x 5) x 4 = 25 x 4 = 100

Essay assessment Aspect 1. The answer is correct, grammar is correct, and spelling is correct 2. The answer is correct, grammar is correct, and spelling is not correct 3. The answer is correct, grammar is not correct, and spelling is correct 4. The answer is correct, grammar is not correct, and spelling is not correct 5. The answer is not correct, grammar is not correct, and spelling is not correct 6. Doesnt answer the question Example: Final Score = (total maximum score x number of items) x 2 = (5 x 10) x 2 = 50 x 2 = 100 0 1 2 3 Score 5 4

Approved by, Principal of SMPN 1 Purbalingga

Purbalingga, July 11th, 2011 English teacher

Drs. Agus Triyanto, M.M.Pd NIP.19660822 198902 1 002

Sulistianingsih, S.Pd NIPTT. 991001017

Anda mungkin juga menyukai