Who are the supporter? What makes this poster

120 1. A 2. D 3. C 4. D 5. D Meeting 12. Excuse me Competence: Asking and giving permission B. Be Ready to Roll Reading 1. Asking for permission 2. Sir, can I leave my work for a while? 3. There is a project to accomplish that week and they are in hurry. 4. Yes. You may go but only a couple of hour. 5. He is very happy. He said thank you very much. C. Walk Ahead Challenge for You The answer is free as long as they use the right expression. Meeting 13. Horoscope Competence: Expressing satisfaction and dissatisfaction A. Snapshot 1. Scorpio 5. Pisces 9. Leo 2. Sagittarius 6. Libra 10. Gemini 3. Capricorn 7. Aries 11. Virgo 4. Cancer 8. Aquarius 12. Taurus B. Be Ready to Roll Listening 1. fortune 6. stubborn 2.Baker 7. danger 3. 1987 8. afraid 4. interesting 9. great 5. energetic 10. Satisfied 1. Night bazaar 2. She wants to know her fortune. 3. energetic, passionate, and have self-control 4. Madam Zahra told her that she is stubborn and easily made jealous. 5. She wants Madam Zahra told her about her fortune. 6. Expressing satisfaction : It was perfect. I like this part. I’m completely satisfied. Expressing dissatisfaction : I don’t like it. Meeting 14. Ella Enchanted Competence: Retell simplified reading into composition 121 B. Be Reading to Roll 1. It is the story of Ella of Frell, a girl cursed at birth when a misguided fairy gives her a terrible “gift.” She goes on a quest to persuade the fairy to remove the curse. 2. Ella, Prince Charmont, Mandy, Lucinda, Hattie, Olive, Madam Olga, Sir Peter. 3. Free answer 4. Ella’s story is the same with Cinderella story in which they share the same story. Ella and Cinderela have mean stepmother and sister. They are treated as a servant in their own house and in the end married the prince. But they are different; in Ella’s story Ella had a cursed that made her so obedient and the story is a little bit adventurous than in Cinderella. 5. Free answer C. Walk Ahead Project Work Chapter 1: - Ella should obtain all order that everyone told her to do and she couldn’t avoid it. It could make Ella in uncomfortable situation even in danger. Chapter 2: - When Sir Peter told Ella to get away from the funeral when she started crying. It revealed that he was a selfish and insensitive person. - Prince Charmont was sad because he liked Ella’s mother. He talked to Ella in humble way and not like a royal. Instead of talking about grieving, he comforted Ella with his story. Chapter 3: - Yes, they are familiar like in Cinderela story. They are like stepsister of Cinderela. - Because Ella will blame her godmother to not heal her from the curse and be angry. Chapter 4: - Yes, every talent and gift comes with responsibility. free abswer - Ella was brave. When all people in the house were afraid to him, Ella spoke the truth and spoke what she really thought straightforwardly. Chapter 5: - Sir Peter was not pleasant man and not really pays attention to the family especially his daughter. He is easy to mad if what want doesn’t happen like he wants to. Chapter 6: - Yes, it will help Ella. It will help Ella in communicating with other creature in Frell. Chapter 7: - Free answer. Chapter 8: - Hattie was smart but very bossy. She was the oldest and always gave order. Olive was not smart. She was keen on eating and money. - Free answer. Chapter 9: - Ella doesn’t fit at school in obeying all the rules. Ella tends to be free and doesn’t want to obey rules if it doesn’t fit her. She isn’t used to girls stuff and sloppy. - Because Ella didn’t make friends because of richness or popularity. Chapter 10: - Language. Because Ella has the ability to learn language easily. She likes to learn language too. Chapter 11: - Not to obey her obedience directly but give a little fight as she waits a moment before she does the order. - Free answer. Chapter 12: 122 - Hattie told Ella to end her friendship with Arieda but before Ella did it, she decided to run away for her not to hurt Arieda and decided to go to the giant wedding, where she probably met Lucinda. Chapter 13: - The elf saw that Ella didn’t resemble her father who was sly and crafty. - Because it was very alive and didn’t like that someone made it . Chapter 14: - The ogres figure out how obedient Ella is SEEF. Ella found the trick to distract the ogre. She talked in ogre and like what ogre did to manipulate the victim. Chapter 15: - She talked in ogre and persuaded the ogre. Chapter 16: - Hattie wrote in good grammar but in the letter it seemed that she was a compliment oriented person and tricky. Olive writing was poor and seemed that she wasn’t smart in class. Chapter 17: - Yes. The giant couldn’t go without being apart from their couple. It was a problem because if they argued, they would never be alone to recollect themselves and found ways to forgive each other. Chapter 18: - Because she felt it was okay to be obedient now and she felt she liked to be like that not like the former when she didn’t like to be so. It wasn’t a good thing because she didn’t fight it back and received the curse. - Her father could asked his wife and stepdaughter not to treat Ella like servant or he could sent her back to school so she wouldn’t treat like that at home. Chapter 19: - Free answer. - Yes, Ella still had a feeling for Char. Free answer. Chapter 20: - Free answer. Chapter 21: - Char got to know Ella further and vice versa. He knew that Ella was very attractive and easy going girl. Both of them shared the same thing; curiosity. Something happened in the wedding shifted their relation. Chapter 22: - Dame Olga didn’t treat Ella like her daughter but her servant. She made Ella did the servant things and took away her possession. - Because Hattie liked the prince and didn’t want Ella be with him. Chapter 23: - Because they wanted the money and the richness from the wedding and didn’t care about anything else. - Because her father could ask his wife to quit treat her bad. Chapter 24: - Through correspondence, they shared their life, their routine and jokes. Through it, they learnt to know each other personalities and feeling. Chapter 25: - Yes, because her obedient would cause him in danger. Chapter 26: - The curse remained like the first and didn’t change anything. Lucinda stopped doing big magic because she knew the consequence. It explained the familiar fairy-tale elements. 123 Chapter 27: - No, it is human for behaving like ourselves. Of course Char didn’t recognize Ella because the mask almost covered her entire face. Besides Ella changed the way she talked and behavior a little bit. Chapter 28: - Because he couldn’t find another woman like Ella. Chapter 29: - When someone gave the biggest effort for someone we love, something can always happen. - She remembered all she liked from Char and the moment she wouldn’t forget. She asked her mind not to obey the curse. The power came from Char that she didn’t want to hurt him. - It was significant because Ella was free from the spell and now she could her will. Epilogue: - A box which grew or shrank to accommodate it was called up upon. - Because she didn’t like act like royal. She took the title because she could do it and were happy to become like that. Meeting 15. Double-edge Sword Tech Competence: Analytical Exposition B. Be Ready to Roll Reading Exercise 1. The article is about the controversy of social networking; Facebook. 2. There are criminal acts such as kidnapping and sexual intercourse cases which is started from facebook. 3. It can be a tool for public relation. 4. No, because we must adapt to changes besides it can used for monitoring children. 5. Free answer. 6. To present a case for the reader and raise arguments. Meeting 16. Absolutely Agree Competence: Expressing agreement and disagreement B. Be Ready to Roll Video Flash 1. The boy asked an advice from Obama because he wants to be like Obama later. 2. He said that people should be very careful in posting something in Facebook. 3. Because when people were young, they usually did mistake. In the future anyone can access whatever people write or upload in internet. 4. Free answer C. Walk Ahead Reading 1. The dialog is about Jacob and Bella who are discussing about Facebook, the good side and the bad side. 2. Free answer. 3. Expressing disagreement: I don’t think so, maybe so, but I believe that… Expressing agreement: Yes, that’s true, it makes sense. 124 PHOTOCOPIABLE MATERIAL 125 Kick the Box 126 127 11 Denies: “Are you tired? Drink your water. We are close.” 12 Hans: “The camp is one step to go. Be patient.” 6 The policeman: “Walk ahead and you will find the way to camp site.” 7 Mr. Silverstone: “Don’t throw the garbage here. Keep clean students.” 4 Jeanie: “Where is the camp site?” 1 Mom : “Play carefully Dear, Don’t make mistake.” START 129 ANSWER CARDS BOARD GAME 1 Mom said to play carefully and not to make mistake. 2 It said to drive slowly because children at play 3 It said to use full lane and change lane to pass. 4 Jeanie asked where the camp site was. 5 It said to run like hell in emergency case . 6 The policeman said to walk a while and I would find the way the camp site. 7 Mr. Silverstone said not to throw the garbage there and to be clean. 8 It said not to smoke. 9 It said to stop global warming. 10 It said not to drown when flooded turned around.. 11 12 130 Denies asked if I were tired. He told me to drink water, we were close. Hans said that the camp was one step to and be patient. 13 It said not to trespass the honey bees. PUZZLE TALE Cut the pictures into puzzle-like-pieces 131 Source: alice-in-wonderland.net 132 133 134 135 136 137 138 139 140 Syllabus Lesson Plans 141 SYLLABUS School : SMA Santa Maria Yogyakarta Subject : English Grade Major : IX Language Semester : 1 Competency Standard Basic Competence Topic Learning Material Learning Activities Indicators Multiple Intelligence Area Evaluation Time Allotment Source Listening 1. Be able to understand the meanings in formal and sustained transactional and interpersonal daily life conversation. Speaking 3.Be able to express meanings in formal and sustained transactional and interpersonal daily life conversations 1.1.Be able to respond the meanings in formal and sustained transactional and interpersonal daily life conversations accurately, fluently, and acceptably, which include: asking for and giving opinions, expressing satisfaction and dissatisfaction 3.1.Be able to express meanings in formal and sustained transactional and interpersonal daily life conversations accurately, fluently, and acceptably, which include: asking for and giving opinions, expressing satisfaction and dissatisfaction Culture Fantasy  Expressions of asking for and giving opinions p.29  Expressions of satisfaction and dissatisfaction p.43  Conversation Kirana p. 27  Conversation Fortune Teller p. 42  Filling in the blanks by listening to a conversation.  Answering questions based on the conversation in pairs.  Identifying certain expressions in a conversation  Role play in pairs  Debate The students are able to:  Identify the missing words by listening to a conversation.  Fill in the blanks by listening to a conversation.  Answer questions based on the conversation in pairs.  Identify certain expressions in a conversation. The students are able to:  Ask for and give opinions accurately, fluently, and acceptably  Express satisfaction and dissatisfaction accurately, fluently, and acceptably  Linguistic  Interpersonal  Linguistic  Interpersonal  Intrapersonal  Kinesthetic  Doing exercises  Observing students’ performances  Gathering feedback from students  Assignment 2 x 45’ 6x 45’ Look Ahead www.the jakartapost.com www.thejakartap ost.com Easy True Story 142 Competency Standard Basic Competence Topic Learning Material Learning Activities Indicators Multiple Intelligence Area Evaluation Time Allotment Source Listening 1.Be able to understand meanings in formal and sustained transactional and interpersonal daily life conversations Speaking 3.Be able to express meanings in formal and sustained transactional and interpersonal daily life conversations 1.2.Be able to respond to meanings in formal and sustained transactional and interpersonal daily life conversations accurately, fluently, and acceptably, which include: giving advice, warning, giving permission, and showing relief, pain, and pleasure 3.2.Be able to express meanings in formal and sustained transactional and interpersonal daily life conversations accurately, fluently, and acceptably, which include: giving advice, warning, giving permission, and showing relief, pain, and pleasure Profession Nature Tourism  Expressions of asking for and giving advice p.37  Expressions of asking for and giving permission p.40  Expressions of giving warnings p.8  Expressions of showing pleasure p.14  Expressions of showing pain and reliefp.14  Video Barack Obama  Warning signs  Board game  Conversation career counselor p. 36  Filling in the blanks by listening to a conversation.  Answering questions based on the conversation in pairs.  Identifying certain expressions in a conversation  Role play  Monologue  Board game  Presenting a performance based on certain situation. The students are able to:  Identify the missing words by listening to a conversation.  Fill in the blanks by listening to a conversation.  Answer questions based on the conversation in pairs.  Identify certain expressions in a conversation Students are able to:  Ask for and give advice accurately, fluently, and acceptably  Give suitable warnings based on certain situation  Ask for and give permission accurately, fluently, and acceptably  Express pleasure in a monologue accurately, fluently, and acceptably  express pain and relief based on certain situation accurately, fluently, and acceptably  Linguistic  Interpersonal  Visual-spatial  Intrapersonal  Linguistic  Kinesthetic  Visual-spatial  Interpersonal  Intrapersonal  Doing exercises  Home Project  Students’ report  Observing students’ performances  Students’ reflection 5 x 45’ 6 x 45’ Look Ahead 2 eslgold.com encharta dictionary.com Youtube.com 143 Competency Standard Basic Competence Topic Learning Material Learning Activities Indicators Multiple Intelligence Area Evaluation Time Allotment Source Listening 2. Be able to understand meanings in short functional texts and monologues in the forms of daily-life-context reports, narratives, and exposition Speaking 4.Be able to express meanings in short functional texts and monologues in the forms of daily-life- context reports, narrative, and exposition 2.2..Be able to respond to meanings in spoken daily-life monologue accurately, fluently, and acceptably in the forms of reports, narratives, and analytical exposition 4.2..Be able to express meanings in spoken daily-life monologue accurately, fluently, and acceptably in the forms of reports, narratives, and analytical exposition Nature Sport Internet A listening passage about report Good bees and bad bees p.1 A narrative listening passage The appointment p.23 An exposition listening passage Puzzle  Identifying the missing words in the listening passage  Filling in the blanks by listening to the listening passage  Answering questions based on the listening passage  Discussing the main point of the story in group  Listening to other students’ story  Giving a report based on certain information in front of class  Performing a story telling in groups and in front of class  Explaining argument  Debating The students are able to:  Identify the missing words in the listening passage  Fill in the blanks by listening to the listening passage  Answer questions based on the listening passage  Identify specific information in a listening passage  Identify the main idea of a story  Discuss the main point of the story in group  Listen to other students’ story The students are able to:  Report an event based on certain information accurately, fluently, and acceptably  Telling story in group and in front of class  Explain arguments in a clear and systematical way  Debate  Linguistic  Intrapersonal  Linguistic  Kinesthetic  Logical- mathematical  Interpersonal  Intrapersonal  Visual  Naturalistic  Exercises  Observing students’ performances  Speaking test  Students’ reflection 5 x 45’ 8 x 45’ Streamline, Cambridge Guided Composition Exercises, Kanisius Streamline, Cambridge thejakartapost.co m 144 Competency Standard Basic Competence Topic Learning Material Learning Activities Indicators Multiple Intelligence Area Evaluation Time Allotment Source Reading 5. Be able to understand meanings in short functional texts and simple essays in the forms of daily- life-context reports, narratives, and exposition to access information Writing 6. Be able to express meanings in essays in forms of daily-life report, narrative, and analytical exposition 5.1 Be able to respond to meanings short written formal and informal functional daily- life texts i.e. banner, poster, brochure, etc. accurately, fluently, and acceptably. 6.1. Be able to express meanings in short informal and formal functional texts i.e. banner, poster, brochure, etc accurately, fluently, and acceptably. Show-Biz Sport Tourism  Reading text about banner p.31  Posters  ‘Designing a poster’ text p.21  Reading text ‘Euro Vision” p.10  Brochures  concept mapping about travel brochure p.11  Identifying the topic of the given text in pair  Identifying the information from the text  Answering the questions based on the text  Writing a draft, revising and proofreading a banner, poster and brochure in group  Creating a banner in group  Creating  a poster in a group  Creating a brochure in group The students are able to:  Identify the topic of the given text in pair  Identify the information from the text  Answer the questions based on the text Students are able to:  Write a draft, revise and proofread a banner, poster and brochure in group  Create a banner in group  Create a poster in a group  Create a brochure in group  Linguistic  Visual  Interpersonal  Intrapersonal  Linguistic  Visual  Kinesthetic  Interpersonal  Intrapersonal  Reading comprehensio n exercise  Quiz  Submitted draft of bannerposter brochure  Students’ project on making bannerposter brochure 5 x 45’ 5 x 45’ First Think First www.eurovision.c om www.IndonesiaL and.com English-at- home.com Guided Composition Exercises, Kanisius 145 Competency Standard Basic Competence Topic Learning Material Learning Activities Indicators Multiple Intelligence Area Evaluation Time Allotment Source Reading 5. Be able to understand meanings in short functional texts and simple essays in the forms of daily- life-context reports, narratives, and exposition to access information Writing 6. Be able to express meanings in essays in forms of daily-life report, narrative, and analytical exposition 5.2. Be able to respond to meanings and rhetorical steps in essays of daily-life report, narrative, and analytical exposition accurately, fluently, and acceptably to access information 6.2. Be able to express meanings and rhetorical steps in essays of report, narrative and analytical exposition accurately, fluently, and acceptably Nature Sport Internet  A report text ‘Pink Dolphin’ p.3  A narrative story ‘the appointment’ p.23  Wayne Rooney Biography p.16  An exposition text ‘Letters: Facebook: From PR Toll to crime’ p.48  mind mapping  Answering questions based on the text  Arranging jumbled paragraphs into a good story  Analyzing the generic structure of a story  Writing draft for story telling  Writing a report  Developing a topic sentence by writing the supporting sentences The students are able to:  Answer questions based on the text  Arrange jumbled paragraphs into a good story  Analyze the generic structure of a story The students are able to:  Write draft for story telling  Write a report  Develop a topic sentence by writing the supporting sentences  Linguistic  Interpersonal  Intrapersonal  Linguistic  Visual  Intrapersonal  Exercise  Quiz  Written test  Submitted report draft  Students’ work 5 x 45’ 5 x 45’ pinkdolphin.com 146 SUPPLEMENTARY MATERIAL FOR LANGUAGE CLASS Competency Standard Basic Competence Topic Learning Material Learning Activities Indicators Multiple Intelligence Area Evaluation Time Allotment Source Listening 1. Be able to respond the meaning in the spoken literary works such as English song andor contemporary poetry. 1.1 Be able to understand and respond the meaning in the spoken literary works such as movie. Speaking 2.1 Be able to carry out simple spoken literary works such as English song andor contemporary poetry. 1.1. Be able to respond the meaning in the English song 1.2.1 Be able to understand the meaning in the movie 2.1.1 Be able to carry out English song. Show-Biz Fantasy Show-Biz  song ‘We Are The Champion’ Queen p.16  song “Someone Watching Over Me’ Hillary Duff p. 34  movie ‘Ella Enchanted”  English song Filling the missing lyric of the song. Discussing the structure, content, and discourse which are used in the song. Interpreting the meaning of the song into composition.  Watching movie “Ella Enchanted’ classically or as a home project  Discussing the structure, content, and discourse which are used in a movie.  Singing a song Students are able to:  Identify the meaning of words in a song.  Identify the meaning of sentence in a song.  Identify the meaning of a song Students are able to: Identify the meaning of words in a movie. Identify the structure in a movie. Identify the plot of the story. Students are able to sing English song.  Linguistic  Musical  Linguistic  Visual  Intrapersonal  Interpersonal  Linguistic  Musical  Exercise  Quiz  Home project  Performances 2 X 45’ 3 X 45’ 2 x 45’  Song We Are The Champion’ Queen  ‘Ella Enchanted’ Gail Carson  www.expage.c omellaenchan ted 147 Competency Standard Basic Competence Topic Learning Material Learning Activities Indicators Multiple Intelligence Area Evaluation Time Allotment Source 2.2 Be able to carry out a simple spoken literary works such as a movie andor contemporary drama. Reading 3.1 Be able to respond the meaning in the literary works such as in the English song andor contemporary poetry. 3.2 Be able to respond the meaning in the literary works such a story. Writing 4.1 Be able to produce a composition about the song lyric. 2.2.1 Be able to carry out a movie andor contemporary drama 3.1.1 Be able to respond the meaning in the English song 3.2.1 Be able to respond the meaning in a novel. 4.1.1 Be able to write an essay about the song lyric. Show-Biz Fantasy Show-Biz  drama  English song  Novel ‘Ella Enchanted’  English song  Performing drama  Reading lyric of song individually.  Discussing the stricture, content, and discourse which are used in a song in pairs.  Reading the novel individually.  Discussing the structure, content, characters of the novel in group.  Translating an English lyric into Indonesian.  Writing the song lyric into an essay. Students are able to:  play-act in drama Students are able to:  Identify the meaning of words in a song.  Identify the meaning of sentence in a song.  Identify the content of the song. Students are able to:  Identify the meaning of words in a novel.  Identify the meaning of the sentences in the novel.  Identify the plot of the novel.  Identify the language style used in the novel. Students are able to:  Interpret the song lyric into an essay  Linguistic  Musical  Kinesthetic  Interpersonal  Intrapersonal Linguistic Interpersonal Intrapersonal  Linguistic  Interpersonal  Intrapersonal  Linguistic  Intrapersonal  Performance  Assignment  Assignment  Assignment 2 X 45’ 2 X 45’ 2 X 45’ 2 x 45’ 148 Competency Standard Basic Competence Topic Learning Material Learning Activities Indicators Multiple Intelligence Area Evaluation Time Allotment Source 4.2 Be able to retell the simplified English story into another composition.  Be able to retell a novel into an essay. Fantasy  Novel “Ella Enchanted”  Writing a draft of the novel.  Revising and editing of the draft in groups.  Students are able to:  Identify the meaning of the sentence in the novel.  Identify the language style in the novel.  Linguistic  Intrapersonal  Interpersonal  Visual Spatial  Assignment 2 x 45’ 149 LESSON PLAN – MEETING 1: Life on Earth Subject : English GradeSemester : XI1 Time : 2 x 45’ Topic : Nature Competency Standards: 2. Be able to understand the meaning of short functional text and monolog in forms of reports, narrative, and analytical exposition in daily life context. 4. Be able to express the meaning in the short functional text and monolog in forms of report, narrative, and analytical exposition in daily life context. 5. Be able to understand the meaning in the short functional text and essay in forms of report, narrative, and analytical exposition in daily life context and in order to access knowledge. 6. Be able to express the meaning in the essay text in forms of report, narrative, and analytical exposition in daily life context. Basic Competencies: 2.1 Be able to respond to the meaning on the monolog text using spoken language varieties accurately, fluently, and acceptably in the daily life context in form of: report, narrative, and analytical exposition texts. 4.1 Be able to respond to the meaning on the monolog text using spoken language varieties accurately, fluently, and acceptably in daily life context in forms of: report, narrative, and analytical exposition texts. 5.1 Be able to respond to the meaning and rhetoric steps on essay using written language varieties accurately, fluently, and acceptably in daily life context and in order to access knowledge in forms of: report, narrative, and analytical exposition texts. 6.1 Be able to express the meaning and rhetoric steps in the essay using written language varieties accurately, fluently, and acceptably in daily life context in forms of: report, narrative, and analytical exposition texts. Learning Indicators: 1. Students are able to identify the main idea of listening passage. 2. Students are able to find specific information in a listening passage. 3. Students are able to identify rhetoric steps in a report text using written language varieties accurately, fluently, and acceptably 4. Students are able to present a report using spoken language varieties accurately, fluently, and acceptably. 150 Learning Objectives: At the end of this lesson, the students are expected to be able to: 1. Identify the main idea of listening passage. 2. Find specific information in a listening passage. 3. Identify rhetoric steps in a report text using written language varieties accurately, fluently, and acceptably. 4. Present a report using spoken language varieties accurately, fluently, and acceptably. Learning Activities Learning Activities Multiple Intelligent Area Time Allotment PRE-ACTIVITIES Snapshot 1. Students look at the picture slide show and discuss the questions with friends. MAIN-ACTIVITY Be Ready to Roll 2. Students listen to listening passage ‘Good Bees and Bad Bees’ and fill in the blanks with the words they hear. 3. Students answer the questions in ‘Find Out’ based on the information in the recording. 4. Students do “Finding Information” exercise by giving check on the right column. 5. Students read the text ‘Pink Dolphin’ and fill in the information table based on the text. Walk Ahead 6. Students listen to teacher’s explanation on report text and analyze the text ‘Pink Dolphin’. 7. Students complete mind map based on their understanding on report text. 8. Students do ‘Excursion’ task. POST- ACTIVITY Watch my progress 9. Students review the activities for today’s class and do the reflection task. Visual-spatial, Interpersonal Linguistic Linguistic Linguistic Linguistic Linguistic Visual-Spatial, Intrapersonal Visual-spatial Kinesthetic, Linguistic, Interpersonal Intrapersonal 5’ 15’ 6’ 5’ 15’ 10’ 11’ 20’ 3’ 151 Learning Material  Pictures in slide show about bees  Listening passage ‘Good Bees and Bad Bees’  Reading text ‘Pink Dolphin’ Reference Naunton, Jon. 1993. Easy True Story. Harlow, England: Longman House. Pink Dolphin , http:www.isptr-pard.orgdolphin.html , accessed on December 3, 2009. 152 LESSON PLAN – MEETING 2: Saving the Environment Subject : English GradeSemester : XI1 Time : 2 x 45’ Topic : Nature Competencies Standards: 1.Be able to understand meanings in formal and sustained transactional and interpersonal daily life conversations 3.Be able to express meanings in formal and sustained transactional and interpersonal daily life conversations. Basic Competencies: 1.2 Be able to respond to meanings in formal and sustained transactional and interpersonal daily life conversations accurately, fluently, and acceptably, which include giving advice, warning, giving permission, and showing relief, pain, and pleasure. 3.2 Be able to express meanings in formal and sustained transactional and interpersonal daily life conversations accurately, fluently, and acceptably, which include giving advice, warning, giving permission, and showing relief, pain, and pleasure. Learning Indicators: 1. Students are able to find specific information in the listening passage. 2. Students are able to identify the main idea of a listening passage. 3. Students are able to give warning accurately, fluently, and acceptably. Learning Objectives: In the end of this lesson, the students are expected to be able to: 1. Find specific information in the listening passage. 2. Identify the main idea of a listening passage. 3. Give warning accurately, fluently, and acceptably. Learning Activities: Learning Activities Multiple Intelligent Area Time Allotment Pre-Activity Snapshot 1. Students works in group and play the game “Kick the Box” Main-Activities Kinesthetic, Visual- Spatial, Interpersonal 10’ 153 Be Ready to Roll 2. Students listen to listening passage about recycling and fill in the table based on the listening passage. 3. Students join the group and discuss the questions given by the teacher. Walk Ahead 4. Students listen to teacher’s explanation about reported speech. 5. Students do the exercises ‘Let’s Practice’ and discuss with partners. 6. Students study the expression of warning with the teacher. 7. Students do the exercise about warning. 8. Students play the board games ‘What did he say?’ 9. Students make warning sign in group as a home project. Post-Activity 10. Students review today’s activities and do the reflection task. Linguistic Linguistic, Interpersonal Linguistic Intrapersonal, interpersonal, Linguistic Linguistic Interpersonal, Linguistic, Linguistic, Visual, Interpersonal Visual, Kinesthetic, Interpersonal Intrapersonal 10’ 8’ 15’ 8’ 10’ 5’ 20’ - 4’ Learning Material  Warning sign cards in the boxes  Listening passage about recycling  Board game  Reported Speech References Azar, Betty Schampfer. 1999. Understanding and Using English Grammar. White Plains. NY: Pearson Education. Molinsky J, Steven and Bill Bliss. Side by Side. Englewood Cliffs, N.J. 07632: Prentice hall Regents. 154 LESSON PLAN – MEETING 3: What a Wonderful Place Subject : English GradeSemester : XI1 Time : 2 x 45’ Topic : Tourism Competency Standards: 5. Be able to understand meanings in short functional texts and simple essays in the forms of daily-life-context reports, narratives, and exposition to access information. 6. Be able to express meanings in essays in forms of daily-life report, narrative, and analytical exposition. Basic Competencies: 5.1 Be able to respond to meanings short written formal and informal functional daily- life texts i.e. banner, poster, brochure, etc. accurately, fluently, and acceptably. 6.1. Be able to express meanings in short informal and formal functional texts i.e. banner, poster, brochure, etc accurately, fluently, and acceptably. Learning Indicators: 1. Students are able to identify specific information in a brochure. 2. Students are able to generate new idea in mind mapping about brochure. 3. Students are able to create a brochure accurately, fluently, and acceptably. Learning Objectives: In the end of the lesson, students are expected to: 1. Identify specific information in a brochure. 2. Generate new idea in mind mapping about brochure. 3. Create a brochure accurately, fluently, and acceptably. Learning Activities Learning Activities Multiple Intelligent Area Time Allotment PRE-ACTIVITIES Snapshot 1. Students look at the slides about brochure and discuss the given questions with partner. MAIN-ACTIVITY Be Ready to Roll 2. Students read the travel brochure Euro Vision and do the task. Visual-spatial, Interpersonal, Intrapersonal Linguistic 8’ 10’ 155 Walk Ahead 3. Students discuss about what brochure is with teacher and friends. 4. Students do Concept Mapping . 5. Students create a brochure in groups and give opinion about each brochure. POST- ACTIVITY Watch my progress 6. Students review the activities for today’s class and do the reflection task. Linguistic, Interpersonal. Visual –Spatial, Intrapersonal, Logical-mathematical Linguistic, Kinesthetic, Interpersonal Intrapersonal 15’ 20’ 30’ 7’ Learning Material  Brochure in slides  Reading text ‘EURO VISION’  Mind map about brochure Reference www.eurovision.com 156 LESSON PLAN – MEETING 4: On Holiday Subject : English GradeSemester : XI1 Time : 2 x 45’ Topic : Tourism Competency Standards: 1.Be able to understand meanings in formal and sustained transactional and interpersonal daily life conversations. 3.Be able to express meanings in formal and sustained transactional and interpersonal daily life conversations Basic Competencies: 1.2.Be able to respond to meanings in formal and sustained transactional and interpersonal daily life conversations accurately, fluently, and acceptably, which include: giving advice, warning, giving permission, and showing relief, pain, and pleasure. 3.2.Be able to express meanings in formal and sustained transactional and interpersonal daily life conversations accurately, fluently, and acceptably, which include: giving advice, warning, giving permission, and showing relief, pain, and pleasure. Learning Indicators: 1. Students are able to identify the main idea of the listening passage. 2. Students are able to identify the specific information of the listening passage. 3. Students are able to express relief, pain, and pleasure accurately, fluently, and acceptably. Learning Objectives: In the end of the lesson, students are expected to: 1. Identify the main idea of the listening passage. 2. Identify the specific information of the listening passage. 3. Express relief, pain, and pleasure accurately, fluently, and acceptably. Learning Activities Learning Activities Multiple Intelligent Area Time Allotment PRE-ACTIVITIES Snapshot 1. Students look at pictures and answer the questions. MAIN-ACTIVITY Visual-spatial, Intrapersonal 5’ 157 Be Ready to Roll 2. Students listen to the passage ‘Minangkabau, Favorite Destination Malaysian Tourist’ and fill in the blanks. 3. Students answer the questions related to the listening passage. Walk Ahead 4. Students study the expression of relief, pain and pleasure and do the task. 5. Students practice the conversation with partner and answer the questions. 6. Students do ‘Challenge for You’ task. POST- ACTIVITY Watch my progress 7. Students review the activities for today’s class and do the reflection task. Linguistic Linguistic Linguistic Linguistic, Interpersonal Visual-spatial, Logical- mathematical, Linguistic, Intrapersonal Intrapersonal 15’ 10’ 15’ 10’ 30’ 5’ Learning Material  Pictures of places in the world  Listening passage ‘Minangkabau, Favorite Destination Malaysian Tourist’  Conversation text. Reference Sudarwati, Th.M. and Eudia Grace. 2007. Look Ahead An English Course for Senior High School Students Year XI. Jakarta: Penerbit Erlangga. www.IndonesiaLand.com www.kent.ac.uk 158 LESSON PLAN – MEETING 5: Being Champion Subject : English GradeSemester : XI1 Time : 2 x 45’ Topic : Sport Competency Standards: 5. Be able to understand meanings in short functional texts and simple essays in the forms of daily-life-context reports, narratives, and exposition to access information 6. Be able to express meanings in essays in forms of daily-life report, narrative, and analytical exposition Basic Competencies: 5.1 Be able to respond to meanings short written formal and informal functional daily- life texts i.e. banner, poster, brochure, etc. accurately, fluently, and acceptably. 6.1. Be able to express meanings in short informal and formal functional texts i.e. banner, poster, brochure, etc accurately, fluently, and acceptably. Learning Indicators: 1. Students are able to identify the main idea of the narrative reading text. 2. Students are able to identify specific information from the narrative reading text. 3. Students are able to compose a biography accurately, fluently, and acceptably. Learning Objectives: In the end of the lesson, students are expected to: 1. Identify the main idea of the narrative reading text. 2. Identify the specific information from the narrative reading text. 3. Compose a biography accurately, fluently, and acceptably. Learning Activities Learning Activities Multiple Intelligent Area Time Allotment PRE-ACTIVITIES Snapshot 1. Students listen to the song ‘Queen-We are the champion’ and fill in the blanks. 2. Students discuss the questions related to the song with the teacher classically. MAIN-ACTIVITY Be Ready to Roll 3. Students look at the pictures and read the text Wayne Rooney Biography and answer the Musical Intrapersonal Linguistic, visual 5’ 5’ 15’ 159 questions.

4. Students study Grammar Spot about simple

past tense and past perfect tense. 5. Students do exercise with partner. Walk Ahead 6. Students study How to Write Biography. 7. Students write a biography in ‘Your Turn’. The students write the draft at school and finish it as a home project. POST- ACTIVITY Watch my progress 8. Students review the activities for today’s class and do the reflection task. Linguistic Linguistic, Interpersonal. Linguistic Linguistic, Intrapersonal. Intrapersonal 15’ 20’ 10’ 15’ 5’ Learning Material  Song ‘Queen-We are the champion’  Wayne Rooney Biography  How to write biography text Reference www.starplus.com Biography.com Spenser, D.H. 1967. Guided Composition Exercises. Yogyakarta: Kanisius. 160 LESSON PLAN – MEETING 6: Get Sweaty Subject : English GradeSemester : XI1 Time : 2 x 45’ Topic : Sport Competency Standards: 5. Be able to understand meanings in short functional texts and simple essays in the forms of daily-life-context reports, narratives, and exposition to access information 6. Be able to express meanings in essays in forms of daily-life report, narrative, and analytical exposition Basic Competencies: 5.1 Be able to respond to meanings short written formal and informal functional daily- life texts i.e. banner, poster, brochure, etc. accurately, fluently, and acceptably. 6.1. Be able to express meanings in short informal and formal functional texts i.e. banner, poster, brochure, etc accurately, fluently, and acceptably. Learning Indicators: 1. Students are able to identify the specific information from posters accurately, fluently, and acceptably. 2. Students are able to create a poster based on certain information accurately, fluently, and acceptably. Learning Objectives: In the end of the lesson, students are expected to: 1. Identify the specific information from posters accurately, fluently, and acceptably. 2. Create a poster based on certain information accurately, fluently, and acceptably. Learning Activities Learning Activities Multiple Intelligent Area Time Allotment PRE-ACTIVITIES Snapshot 1. Students discuss the questions with friends about poster and then discuss it classically with teacher. MAIN-ACTIVITY Be Ready to Roll 2. Students study the posters and fill in a table based on the information in posters and discuss it classically. Linguistic, Interpersonal, Intrapersonal. Visual-spatial, Linguistic. 10’ 15’ 161 Walk Ahead 3. Students study How to design a poster.

4. Students do Creative Project to design a poster

based on certain information in groups. POST- ACTIVITY Watch my progress 5. Students review the activities for today’s class and do the reflection task. Linguistic Linguistic, Kinesthetic, Interpersonal, Intrapersonal. Intrapersonal 20’ 35’ 10’ Learning Material  Two posters  ‘Designing Posters’ text Reference www.qbilliard.com www.jakartarace.com 162 LESSON PLAN – MEETING 7: Telling Stories Subject : English GradeSemester : XI1 Time : 2 x 45’ Topic : Culture Competency Standards: 1. Be able to understand meanings in short functional texts and monologues in the forms of daily-life-context reports, narratives, and exposition 4. Be able to express meanings in short functional texts and monologues in the forms of daily-life-context reports, narrative, and exposition. 5. Be able to understand meanings in short functional texts and simple essays in the forms of daily-life-context reports, narratives, and exposition to access information 6. Be able to express meanings in essays in forms of daily-life report, narrative, and analytical exposition Basic Competencies: 2.1 Be able to respond to meanings in spoken daily-life monologue accurately, fluently, and acceptably in the forms of reports, narratives, and analytical exposition. 4.1 Be able to express meanings in spoken daily-life monologue accurately, fluently, and acceptably in the forms of reports, narratives, and analytical exposition. 5.1 Be able to respond to meanings short written formal and informal functional daily- life texts i.e. banner, poster, brochure, etc. accurately, fluently, and acceptably. 6.1. Be able to express meanings in short informal and formal functional texts i.e. banner, poster, brochure, etc accurately, fluently, and acceptably. Learning Indicators: 1. Students are able to find main idea of narrative listening passage. 2. Students are able to find specific information of narrative listening passage. 3. Students are able to analyze the text organization of the narrative text. 4. Students are able to compose a narrative story accurately, fluently, and acceptably. Learning Objectives: In the end of the lesson, students are expected to: 1. Find main idea of narrative listening passage. 2. Find specific information of narrative listening passage. 3. Analyze the text organization of the narrative text. 4. Compose a narrative story accurately, fluently, and acceptably. 163 Learning Activities Learning Activities Multiple Intelligent Area Time Allotment PRE-ACTIVITIES Snapshot

1. Students do the game Puzzle Tale in groups. MAIN-ACTIVITY

Be Ready to Roll 2. Students listen to listening passage ‘The Appointment’ and fill in the blanks based on the recording. 3. Students answer the questions based on listening passage. 4. Students study the mind mapping about narrative classically.

5. Students do Your Challenge; to find the text

organization of the reading text and colored it. Walk Ahead 6. Students read the text about storytelling.

7. Students do Creative Zone; to make a puppet

as visual aid in storytelling. 8. Students write a narrative.It is taken as homework if the students cannot finish at school. POST- ACTIVITY Watch my progress 9. Students review the activities for today’s class and do the reflection task. Linguistic, Interpersonal, Kinesthetic. Linguistic Linguistic Linguistic, Visual- spatial Linguistic, Visual- spatial. Linguistic Kinesthetic Linguistic Intrapersonal 10’ 10’ 5’ 10’ 5’ 10’ 15’ 20’ 5’ Learning Material  Listening passage ‘The Appointment’  Mind map about narrative  Used material to make puppet. Reference Streamline English Connection