5 . Mo ve aro un d the class an d o bs erve the studen ts’ pe rfo rm an ces. No te do w n
yo u r o b s e rva tio n if n e ce s s a ry. Ch e ck fo r th e s tu d e n ts ’ p ro n u n cia tio n a n d n o te d o w n th e m is ta ke s .
6 . When all studen ts have fin ishe d, ask the m to discuss their perfo rm an ces in
th e ir gro u p . As k th e m to s h a re th e ir fe e lin gs w h e n th e y a re d o in g th e re a d in g. As k th e m to give co m m e n ts a n d s u gge s tio n s to e a ch o th e r in o rd e r
to s p e a k m o re flu e n tly, a ccu ra te ly, a n d cle a rly w ith th e a p p ro p ria te vo lu m e a n d in to n a tio n .
7. Ask the studen ts to repeat the perfo rm an ces. Sw itch the turn so that the
s tu d e n ts w ill n o t ge t th e s a m e p a ra gra p h to re a d . As k th e m to im p ro ve th e ir re a d in g a lo u d s kills b a s e d o n co m m e n ts a n d s u gge s tio n give n to th e m .
8 . Mo ve aro un d the class an d o bs erve m ore the stude n ts’ pe rfo rm an ce. Check
fo r d e ta ils th e a s p e cts o f th e ir s p e a kin g s kills . N o te it d o w n if yo u th in k it’s n e ce s s a ry.
9 . When all studen ts have fin ished perfo rm in g their seco n d perfo rm an ces ,
d is trib u te th e s tu d e n t’s fe e d b a ck p a p e r. As k th e m to w rite d o w n th e ir co m m e n ts o n th e ir frie n d s ’ s e co n d p e rfo rm a n ce s . Th e n , give it to th e ir
frie n d s a s th e e va lu a tio n o n th e ir p e rfo rm a n ce s .
POST – ACTIVITIES
1. Share yo ur o bservatio n o n the studen ts’ perfo rm an ces. Give co m m en ts o n
th e s tre n gth s a n d w e a kn e s s e s o f th e p e rfo rm a n ce s to e n co u ra ge th e m . Give a ls o s o m e s u gge s tio n s o th a t th e s tu d e n ts w ill b e a b le to p e rfo rm b e tte r in
o th e r o p p o rtu n itie s . Th e n , give s o m e co rre ctio n o n th e ir p ro n u n cia tio n o n th e w o rd s fro m th e s to ry if th e re a re s o m e m is ta ke s in th e p ro n u n cia tio n .
2 . Ask the studen ts abo ut their co m m en ts o n the activities they have do n e . Ask
th e m a ls o to e va lu a te th e le a rn in g p ro ce s s in ge n e ra l w h e th e r th e y fo u n d th e a ctivity is h e lp in g to in cre a s e th e ir co n fid e n ce o r n o t, e tc
GAMES
Repeat After Me
TIME ALLOTMENT: 15 MINUTES PROCEDURE
1. Divide the class into 3 groups.
2. Then, each group should make a line you will have 3 lines of students. Each
student should make 1 meter distance from other members of the group. 3.
Tell them that they are going to be a messenger to a friend in front of them. 4.
Each student of the group who stand in the fifthlast line is going to be the first messenger. They get the message from the teacher and read it carefully
and after that they have to memorize it so that they are able to tell the message to a friend in front of them. The paper containing the message should
be returned back to the teacher right after they have successfully memorized it.
5. Then, the next student does the same thing. They listen carefully for the
message from their friend standing behind them and continue the message to the next student.
6. This process continues until reach the last student in front.
7. The last student of the group receiving the message speaks out loudly the
message they’ve heard. 8.
After all groups have finish, the teacher read out the original message. 9.
The fastest group with the right message won the game
THE MESSAGE : FIVE BAD MEN IN THE BACK WITH BIG BAG BEG TO
SLEEP IN THE BED PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
GLOSSARY MEETING 4
Tend V : cenderung
Hesitant Adj : ragu – ragu Clarity N
: kejelasan Adjust V
: mengatur Audible Adj : dapat di dengar
Horrible Adj : menjijikan Against Prep : melawan
V : Verb
kata kerja
N : Noun
kata benda
Adj : Adjective
kata sifat
Adv : Adverb
kata keterangan
Prep: Preposition
kata hubung
HANDOUT
‘Speak Up’
There are several aspects can be viewed to measure how good our speaking skill is. They are:
FLUENCY This aspect measures how smooth you tell the story. Often, when you are not
ready or when you become so nervous, you would stop in the middle of the story and tend to be hesitant. The more you make stopspauses the less you gain the
grade for this aspect. Moreover, your audience will get difficulties in following your story.
ACCURACY This aspect measures your grammar and vocabulary usage whether you use
them appropriately or not. Wrong diction and grammar usage would make your words and sentences misunderstood by the audiences.
CLARITY This aspect measures the clarity of your words and sentences whether you
clearly say these vowels; A, I, U, E, O or the consonants to differentiate them from each other. Usually, to show this clarity, you have to open and shape your
mouth perfectly to what sound you produce.
INTONATION This aspect measures the way you put raising or falling or even flat intonation
to your words and sentences. In general, when you create a question sentence, you will put raising intonation in the end of the sentence. But in normal sentence
e.g. statement, you will put falling intonation in the end of the sentence.
VOLUME This aspect measures the volume of your voice. When you perform storytelling,
you often deal with a lot of audience. For that reason, you have to adjust your volume to make your story audible for nearest and even the farthest audience
from your position. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Now, you and your friend may practice your speaking skill. Please consider those aspects in the previous page when you are practicing. Here’s a grading guideline to
help you in giving feedback and evaluation to your friend.
1 2
3 4
ASPECT Very poor
Poor Good
Excellent Fluency
The pace is very slow with too
many pauses Normal speed with
few pauses Smooth enough
with very few pauses
Very smooth with no pauses
Accuracy
Very poor diction and grammar
which lead to misunderstanding
Correctness 0- 39
Few mistakes in grammar with very
limited vocabulary but still
understandable Correctness 41-
60 Very few mistakes
in grammar with enough variety of
vocabulary Correctness 61-
80 Excellent grammar
with various words used
Correctness 81- 100
Clarity
Many mistakes in pronunciation with
unclear articulation and difficult to
understand Few mistakes in
pronunciation with inconstant
articulation but still understandable
Good pronunciation with
very few mistakes and clear
articulation Very clear
articulation with good pronunciation
native-like pronunciation
Intonation
Very flat intonation with no difference
tone for different sentences
Inconstant intonation and
often put inappropriate tone
for the words sentences
Very few mistakes in words
sentences intonation
Exact tone for the words sentences
which lead to perfect intonation
volume
Speak too low that audience can
hardly listen to the story
Inconstant volume and make the story
often hard to listen Loud enough
Very good in maintaining volume
that every word can be heard easily
SHORT STORY
“Oh no, I’m a cat”
It was a warm summer’s day. David and Maggie, his sister, were in the garden. Maggie wanted to
read her book, but David wanted to talk.
‘That cat is amazing Look it walks beautifully’
‘Be quiet. I’m reading. I’m going to be a TV star.’
‘Watch me. I’m a cat I’m going to jump on that wall.’
‘Be careful. That’s the one‐eyed man’s wall. He can see you’
David
walked along the wall. The one‐eyed man didn’t see him. But something started to happen to David…
‘You’ve got hairs on your hands’
‘I feel ill’
‘You’re getting smaller You’ve got hairs on your face You’re horrible Urrhhh’
‘I’m changing into a cat Help me, Maggie’
‘What can I do?’
David
changed into a cat He was very unhappy. ‘Tell Mum and Dad Quick Help HEL…IAOW’
‘You’re
a cat’ ‘Miaow’
‘Can you understand me?’
‘Miaow’ ‘Say
“Miaow” five times.’ ‘Miaow.
Miaow. Miaow. Miaow. Miaow.’
Maggie
was very pleased. She had a clever cat. She wanted to be a rich and famous TV star. ‘David,
you are a wonderful cat. We can go on television.’ ‘We
are going to be rich and famous.’ ‘Miaow’ ‘Now,
let’s practice. Lift your paw’ ‘Miaow’
‘Jump ten times’
‘David, jump ten times OK I’m going to tell Mum. You’re a horrible cat You can’t live in this house if
you’re not nice.’
Maggie
was very happy and excited David was hungry, he saw Gilbert, Maggie’s canary. Its door was open.
‘Hello, Gilbert. How is my little Gilbert?’
‘Miaow’ ‘David,
stop it Leave Gilbert alone’ ‘Tweet
Tweet’ ‘Poor
Gilbert Gilbert David, you are a stupid cat. You horrible, stupid cat Get out of the house’
David
parents came home. David was very pleased. He miaowed and rubbed against their legs. He was
their son, and He wanted his mum and dad to know. ‘Oh
look, there’s a cat’ ‘Miaow’
‘What a nice little cat’
‘Miaow Miaow’
‘All right, get down now. You must go home. Go home to mummy’
‘Go on Shoo Go away Go home
---the end---
EVALUATION
Name : Class :
No Evaluation Components
Very poor Poor
Good Excellent
1 Fluency 1 2 3 4
2 Accuracy 1 2 3 4
3 Clarity
1 2 3 4 4
Intonation 1 2 3 4 5
Volume 1 2 3 4
TOTAL SCORE:
Write down your comment here …………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………
EVALUATION
Name : Class :
No Evaluation Components
Very poor Poor
Good Excellent
1 Fluency 1 2 3 4
2 Accuracy 1 2 3 4
3 Clarity
1 2 3 4 4
Intonation 1 2 3 4 5
Volume 1 2 3 4
TOTAL SCORE:
Write down your comment here …………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………………
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……………………………………………………………………………………… PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Lesson Plan
Meeting 5 Describing characters inside the stories
“Tell Me about Those People”
Objectives: 1.
Students are able to identify the components of human physical appearance and human personality.
2. Students are able to describe other people’s physical appearance and personality orally.
3. Students are able to create a story about other people using their physical and personality
orally. Methods:
Speaking practice, lecture, peer evaluation Instruments:
Handouts, pictures of various people, blank papers Learning Activities:
No Activities
Duration Energizer
1 Students are to sing a song titled “Daisy”
5’
Main activities
1 Students are to listen to teacher’s explanation and to read handouts
about describing human physical appearance and personality. 15’
2 Students are to be divided into small groups consist of 3-4 members.
3’ 3
Students are to describe the physical appearance and personality of one of the group members. Each member of the group does this activity in
turn until all members have finished. 10’
4 Students give comment and suggestion on their friends’ performance.
6’ 5
Students are given pictures of people. Each student gets one picture. 3’
6 Students are to create a story about the people from the picture they
have got. 10’
7 Students are to perform their story in front of their group members
20’ 8 Students are to give comments and suggestion on their friends’
performances. 12’
Reflection
1 Students are to mention what they have learnt from today’s meeting
and to share their feelings during the meeting. 6’
Enclosed Materials: Song, students’ handouts, pictures of various people, story draft, and students’ evaluation
sheet PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TEACHER’S MANUAL
PREPARATION
1. Co py the en clo sed m aterials: the “Daisy” so n g, glo s sary, sto ry draft an d the
