120
Unit, Topic Title
Basic Competence Indicators
Numbers
Say it louder, please.
- know how to say fractions in English correctly.
- know how to say mixed numbers in English correctly.
- gain more vocabulary to help them teach mathematics
topics. - say say fractions and mixed numbers in
English correctly. - find out the meaning of the vocabularies
related to fractions and mixed numbers. - put conversations in a correct order in a setting
of giving instruction and sequencing explanation or instruction.
- perform a dialogue between teachers and students in a setting of giving instruction,
sequencing explanation or instruction , and discussing fractions and mixed numbers.
8
- Summarizing and
Concluding; Ending the
lesson
- Exponent and Root; Algebra
Forms Prepare the next
chapter for Monday
Learners are able to: - say the expressions about
summarizing and concluding the lesson.
- say the expressions about ending the lesson.
- know how to say exponents and roots in English correctly.
- know how to say algebra form and its terms in English
correctly. - gain more vocabulary to help
them teach mathematics topics.
Learners are able to: - use the gambit in order to summarize and
conclude the lesson. - use the gambit in order to end the lesson.
- complete a missing dialogueconversation using appropriate wordslanguage expression.
- say say exponent, root, and algebra forms in English correctly.
- find out the meaning of the vocabularies related to exponent, root, and algebra forms.
- put conversations in a correct order in a setting of summarizing, concluding, and ending the
lesson. - perform a dialogue between teachers and
students in a setting of discussing exponent, root, and algebra forms; summarizing,
concluding, and ending the lesson.
III. Class Description
This course is intended for small class 1 – 8 learners.
IV. Contact Hours
This course is designed for 24 meetings Excluded the tests. Each meeting is 2 hours. Generally, each unit is discussed in three meetings.
V. Media
- Handbook - BlackboardWhiteboard
- A class for practice
VI. Teaching Strategies
- Individual tasks e.g. peer teaching - Group Works
- Discussions - Games
- Pair Works - Role-play
121
VII.References
Corbell, Jean-Claude and Ariane Archambault. 2007. The Visual Dictionary With Definitions Edisi Terbaru: Inggris – Indonesia. Jakarta: PT. Bhuana Ilmu
Populer for Gramedia Direct Selling.
Department of National Education Directorate General Management of Primary and Secondary Education. 2007. Mathematics for Junior High School – Year 7.
Jakarta: Directorate of Junior High School Development.
Ministry of National Education Directorate General of Management of Basic and Secondary Education. 2007. English-Indonesian of Mathematics for Junior
High School. Jakarta: Directorate of Junior High School Development.
Ministry of National Education Directorate General of Management of Basic and Secondary Education. 2007. Indonesian-English Mathematical Terms for
Junior High School. Jakarta: Directorate of Junior High School Development.
---------------. 2005. Mathematics for New Speakers of English. The United States of America: Saddleback Educational Publishing.
Molinsky, Steven J. and Bill Bliss. 1994. Word by Word. New York: Longman. Reddy, Gayle. 2004. Symbols for Stage 4. New South Wales: Centre for Learning
Innovation Stevens, Alan M., Schmidgall-Tellings, A. Ed. 2008. Kamus Lengkap Indonesia –
Inggris. Bandung: PT Mizan Pustaka. www.biggestloserclub.com.au
Accessed on January 18, 2010. www.kamusmatematika.com
Accessed on February 3, 2009. www.finchpark.com..classroom.htm
Accessed on February 3, 2009. www.teachersnetgazetteOCT00wong.html
Accessed on February 26, 2009. www.churchilhouse.comenglishclassroomlanguage.htm
Accessed on February 26, 2009.
www.funwithenglish2009.word Accessed on February 26, 2009.
www.fotosearch.comphotoes-images Accessed on June 5, 2009.
---------------. 2007. Clip art program. ---------------. 2009. Microsoft® Encarta® 2009. Microsoft Corporation.
LESSON PLAN UNIT 1
I. Subject Identity
Topics : - Greetings and saying goodbye
- Numbers Contact Meetings : 3 meetings
Contact Hours : 2 hoursmeeting
II. Competency Standard
Learners are able to communicate and teach mathematics in English fluently in the context of dialogues between teachers and students or other colleagues in class or at school environments.
III. Basic Competences
Learners are able to: - say the expressions about formal and informal greetings and saying goodbye in class or at school environment.
- know how to say numbers small and big numbers in English correctly. - gain more vocabulary to help them teach mathematics topics.
IV. Indicators
Learners are able to: - greet students or others and respond it formally and informally.
- say goodbye to students or others and respond it appropriately. - complete a missing dialogue or conversation using appropriate words or language expression.
- make a dialogue based on a picture of saying goodbye. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
- say numbers in English correctly. - find out the meaning of the vocabularies related to numbers small and big numbers.
- put conversation in a correct order in a setting of greeting and saying goodbye. - choose the best responses of greetings and saying goodbye.
- perform a dialogue between teachers and students in a setting of greeting, saying goodbye in class, and explaining a topic.
V. Teaching Learning Activities Meeting
Instructor’s Activities Learners’ Activities
Time
1 Pre-teaching:
1. Greets learners 2. Discusses the snapshot and its questions
Can you name a country for each greeting? Can you mention another greeting custom?
Which greeting are typical in your country? At school, how do you greet your students, colleagues and
superior?
Whilst-teaching: 1. Gives some elicitation questions before discussing the
conversation. Do you usually greet your students before you start the
lesson? How do you greet them? And how do they respond your greeting?
2. Asks the learners to practice the conversation 3. Gives some elicitation questions before discussing the
classroom language expressions.
Pre-teaching: 1. Greet instructors
2. Answer and discuss the questions of the
snapshot section.
Whilst-teaching: 1. Answer and discuss the questions.
2. Practice the conversation with classmates. 3. Answer and discuss the questions.
1’ 14’
3’
8’ 2’
Meeting Instructor’s Activities
Learners’ Activities Time
From the conversation you read above, can you mention some expressions for saying greetings? What are they? Can you
add more? 4. Explains how to greet students and asks the learners to
practice the gambit of how to greet students 5. Asks the learners to do the practices on pages 5-6.
6. Explains about numbers. 7. Asks the learners to do the practices on page 8.
8. Asks the learners to find out the meaning of the vocabularies listed on the box.
Post-teaching: 1. Reviews the lesson which have been learned.
2. Summarizes, concludes, and ends the lesson 4. Listen to the explanation and practice the
gambit of how to greet students. 5. Do the practices:
1 Say hello to classmates. 2 Choose the correct expressions.
3 Match the dialogues in part 2 with the
pictures. 4 Find the meaning of vocabularies
6. Listen to the explanation. 7. Do the practices:
1 Spell out the name for the numeral 2 Do the game Hello...
8. Find out the meaning of the vocabularies.
Post-teaching: 1. share their understanding.
2. give response 14’
25’
5’ 25’
10’
8’ 5’
2 Pre-teaching:
1. Greets learners 2. Discusses the snapshot and its questions
What is the woman in the picture doing? What is the woman probably saying?
Pre-teaching: 1. Greet instructors
2. Answer and discuss the questions of the
snapshot section. 1’
10’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Meeting Instructor’s Activities
Learners’ Activities Time
What do you think the response of the woman saying?
Whilst-teaching: 1. Gives some elicitation questions before discussing the
conversation. What about saying good bye in class and counting bigger
numbers? Do you know how to say goodbye to students? How do you say bigger numbers? Do they have special
names?
2. Asks the learners to practice the conversation 3. Gives some elicitation questions before discussing the
classroom language expressions. In conversation above, how does the teacher say goodbye to
his students? Do you say the same expressions when you want to say goodbye with your students? How do your
students respond?
4. Explains how to say goodbye and asks the learners to practice the gambit of how to say goodbye
5. Asks the learners to do the practices on pages 12.
6. Explains about big numbers. 7. Asks the learners to do the practices on page 14-15.
Whilst-teaching: 1. Answer and discuss the questions.
2. Practice the conversation with classmates. 3. Answer and discuss the questions.
4. Listen to the explanation and practice the gambit of how to say goodbye
5. Do the practices: 1 Complete the dialogues
2 Make a dialogue based on the picture given and practice in front of the
class. 6. Listen to the explanation.
7. Do the practices: 1 Say the answer
2 Say the numeral aloud 3’
8’ 2’
14’ 25’
15’ 25’
Meeting Instructor’s Activities
Learners’ Activities Time
8. Asks the learners to find out the meaning of the vocabularies listed on the box.
Post-teaching: 1. Reviews the lesson which have been learned.
2. Summarizes, concludes, and ends the lesson 3 Do the game Shopping Around
8. Find out the meaning of the vocabularies.
Post-teaching: 1. share their understanding.
2. give response 7’
7’ 3’
3 Pre-teaching:
1. Greets learners 2. Review the lesson in the previous meeting
Whilst-teaching: 1. Asks the learners to put the conversation in a correct order.
2. Asks the learners to complete the dialogues using what
learners have learned before. 3. Asks the learners to choose the best responses.
4. Asks the learners to name things in classroom and compare learners’ answers to their friends
5. Asks the learners to say numbers 6. Asks the learners to do role play
Post-teaching: 1. Reviews the lesson which have been learned.
2. Asks the learners to answer questions in What have you done?
section 3. Summarizes, concludes, and ends the lesson
Pre-teaching: 1. Greet instructors
2. Share their understanding
Whilst-teaching: 1. Put the conversation in a correct order.
2. Complete the dialogues using what
learners have learned before. 3. Choose the best responses.
4. Name the things in this classroom and compare your answers to your friends.
5. Say numbers 6. Do role play
Post-teaching: 1. share their understanding.
2. answer the questions
3. give response 1’
4’
5’ 10’
5’ 20’
10’ 45’
7’ 10’
3’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
VI. Media and References A. Media
1. Learners’ text book 2. WhiteboardBlackboard
3. ChalksBoardmarkers
B. References
1. ---------------. 2005. Mathematics for New Speakers of English. The United States of America: Saddleback Educational Publishing.
2. Molinsky, Steven J. and Bill Bliss. 1994. Word by Word. New York: Longman. 3.
www.churchilhouse.comenglishclassroomlanguage.htm PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LESSON PLAN UNIT 2
I. Subject Identity
Topics : - Checking the attendance roll call; Responding latenesstardiness
- Number Periods; Decimal Fractions Contact Meetings : 3 meetings
Contact Hours : 2 hoursmeeting
II. Competency Standard
Learners are able to communicate and teach mathematics in English fluently in the context of dialogues between teachers and students or other colleagues in class or at school environments.
III. Basic Competences
Learners are able to: - say the expressions about checking the students’ attendanceroll call.
- say the expressions about responding students’ latenesstardiness. - know how to say number periods and decimals in English correctly.
- gain more vocabulary to help them teach mathematics topics.
IV. Indicators
Learners are able to: - use the gambit in order to check students’ attendanceroll call.
- use the gambit in order to respond students latenesstardiness. - complete a missing dialogue or conversation using appropriate words or language expression.
- say number periods and decimal fractions in English correctly. - find out the meaning of the vocabularies related to number periods and decimal fractions.
- put conversation in a correct order in a setting of checking students’ attendance and responding students’ latenesstardiness. - perform a dialogue between teachers and students in a setting of checking students’ attendance, responding students’
latenesstardiness, and discussing a topic related to number periods or decimal fractions.
V. Teaching Learning Activities Meeting
Instructor’s Activities Learners’ Activities
Time
1 Pre-teaching:
1. Greets learners 2. Discusses the snapshot and its questions
When you open the class, what do you usually do after greetings? Do you discuss the topic directly? If no, what
activities do you usually do? Do you always check your students’ attendance everytime you
have a class? What do you say to check your students’ attendance?
If one of your students misses the class, what will you say? What do you say if one of your students is late?
Whilst-teaching: 1. Asks the learners to practice the conversation
2. Gives some elicitation questions before discussing the
classroom language expressions. From the conversation, can you mention some expressions for
checking students’ attendance? What about you? What do you
Pre-teaching: 1. Greet instructors
2. Answer and discuss the questions of the
snapshot section.
Whilst-teaching: 1. Practice the conversation with classmates.
2. Answer and discuss the questions. 1’
6’
6’ 4’
Meeting Instructor’s Activities
Learners’ Activities Time
say to check your students’ attendance? 3. Explains how to check the attendance and asks the learners to
practice the gambit of how to check the attendance. 4. Asks the learners to do the practices on pages 25.
5. Explains about number periods. 6. Asks the learners to do the practices on page 27.
7. Asks the learners to find out the meaning of the vocabularies listed on the box.
Post-teaching: 1. Reviews the lesson which have been learned.
2. Summarizes, concludes, and ends the lesson 3. Listen to the explanation and practice the
gambit of how to check the attendance. 4. Do the practices:
1 Complete the dialogues 2 Perform a mini role play in front of
the class to practice how to check the attendance
5. Listen to the explanation. 6. Do the practices:
1 Say the place value of the digit “5” in numbers on the exercise.
2 Do the game Money...Money...Money...
7. Find out the meaning of the vocabularies.
Post-teaching: 1. share their understanding.
2. give response 10’
40’
15’ 20’
5’
8’ 5’
2 Pre-teaching:
1. Greets learners 2. Discusses the snapshot and its questions
Do you like ice cream? What is your favourite flavor? Is it vanilla?
What is it usually made from?
Pre-teaching: 1. Greet instructors
2. Answer and discuss the questions of the
snapshot section. 1’
4’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Meeting Instructor’s Activities
Learners’ Activities Time
Do you know what is in a cup of ice cream the nutrition? Read the amount of its nutrition.
Whilst-teaching: 1. Asks the learners to practice the conversation
2. Gives some elicitation questions before discussing the
classroom language expressions. Can you mention the language expression used in the
conversation to respond the student tardiness? What are they? Can you add three more?
3. Explains how to respond students’ tardiness and asks the learners to practice the gambit of how to respond students’
tardiness . 4. Asks the learners to do the practices on pages 32-33.
5. Explains about names of decimal fractions. 6. Asks the learners to do the practices on pages 34-35.
7. Asks the learners to find out the meaning of the vocabularies listed on the box
Whilst-teaching: 1. Practice the conversation with classmates.
2. Answer and discuss the questions.
3. Listen to the explanation and practice the gambit of how to respond students’
tardiness. 4. Do the practices:
1 Complete the dialogues 2 Unscramble the conversation in the
exercise into a good order. 2 Perform a mini role play in front of
the class to practice how to responds students’ tardiness
5. Listen to the explanation. 6. Do the practices:
1 Say the decimal fractions in the exercise
2 Do the game Whispering Game 7. Find out the meaning of the vocabularies.
6’ 2’
10’
40’
15’ 25’
5’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
