8 8
3. Conveying
meaning in transactional
and interpersonal
conversations in daily life
context.
3.2 Conveying
meaning in formal and informal
transactional and interpersonal
discourses accurately, fluently
and acceptably by using simple
spoken language in daily life contexts
which include: the act of showing
attention, and sympathy.
o
Expressing attention:
- Look at you - What’s the matter
with you? - What’s the
matter?
o
Expressing sympathy:
- I’d like to express my deepest
condolences. - I’m sorry to hear
that. - I’m awfully sorry
about the tragedy. 1. Students identify
pictures which show the
expressions of giving attention,
and sympathy. 2. Students read
and practice the dialog.
3. Students identify the expressions of
giving attention, and sympathy
4. Students give opinions using the
expressions of giving attention,
and sympathy. 5. Students fill the
blanks with the expressions of
giving attention, and sympathy.
6. Students make their own role play
on the expressions, and then perform it
in front of the class.
1. Students are able to identify
the expressions of giving
attention, and sympathy.
2. Students are able to give and
respond the expressions of
giving attention, and sympathy.
3. Students are able to share
their opinions using the
expressions of giving attention,
and sympathy. 4. Students are
able to create and perform a
role-play in front of the class using
the expressions of giving
attention, and sympathy.
- Verbal- Linguistic
- Intrapersonal - Bodily-
Kinesthetic - Explanation
- Question
and answer - Group
discussions - Role play
Students’ Performanc-
es 2 x 45
Minutes
Let’s Say It
B. The Explana-
tion Purwati, M
Yuliani, M. 2005.
English for a Better
Life for Grade X of
Senior High
School. Pakar
Raya.
4. Conveying
meaning in short
functional texts, in forms
4. 2 Conveying
meaning and rhetoric steps in
essay by using various written
Narrative text: - Tells something
which happened in the past
and its purpose is to
1. Students identify the picture given.
2. Students rearrange the
1. Students are able to identify
the generic structure of
narrative texts. - Mathematical-
Logical - Musical
- Explanation - Question
and answer - Group
discussion
Students’ Performanc-
es 2 x 45
Minutes
Let’s say it
Purwati, M Yuliani,
M. 2005.
8 9
of recount, narrative, and
procedure in daily life
context. texts accurately,
fluently, and acceptably in daily
life contexts in a form of narrative
text. entertain, create,
stimulate emotion, motivate the
readers. - Consists of
orientation, complication, and
resolution. narrative text
3. Students identify the linguistic and
generic structure from the narrative
text given. 4. Students sing a
song. 5. Students make
their own narrative composition.
2. Students are able to identify
the linguistic structure of
narrative texts. 3. Students are
able to use past tense in telling a
sequence. 4. Students are
able to story telling.
- Individual assessment
- Listening to the music
English for a Better
Life for Grade X of
Senior High
School. Pakar
Raya. The
Story: Red
Riding Hood
http:ww w.pitt.edu
4. Conveying
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