Appendix 7 LESSON PLAN
Cycle 1
UniversityFaculty :
Siliwangi UniversityFKIP Department
English Course
: Grammar I
GradeSemester :
II Topic
: Tenses: Simple Present Tense
Meeting :
1 and 2 cycle 1 Time Allotment
: 4 x 45 minutes
I. Competence Standard
To understand and to use of the appropriate form, meaning and use of the Simple Present Tense, Present Continuous Tense, Present Perfect Tense,
Simple Past Tense, and Past Continuous Tense in written and spoken contexts.
II. Basic Competence
To understand and to use the appropriate form, meaning, and use of the Simple Present Tense in written and spoken contexts.
III. Indicators
After joining this course, the students are able to: a. Identify the form and the meaning of the simple present tense
b. Know when to use simple present tense c. Form the simple present correctly
d. Analyse the simple present sentences correctly based on the form,
meaning, and use. e. Use simple present tense correctly in written and spoken forms.
IV. Subject
Enclosed
V. Learning Methodology
Task-Based Language Instruction TBLT
VI. Teaching procedures
A. Pre activity
1. Greeting 2. Praying
3. Checking students’ attendance perpustakaan.uns.ac.id
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4. Reviewing the previous lesson 5. Stating a topic of the lesson
6. Explaining the objectives of the lesson 7. Explaining the benefits of the lesson
B. Main Activity
1. Meeting 1
Activities Instructor
Students Pre-Task
a. Show
a list
describing someone’s daily activities.
b. Ask the students what they think about it
c. Ask them to describe someone’s activities orally based on the
activities on the picture d. Ask them whether they have the
same activities with him in the picture
a. Identify its list shown by
the instructor. b. Read the information
sheet c. Describe
someone’s activity on a list orally.
d. Compare whether they have the same activities
with him in the picture
Task a.
Ask the students to list their daily,
weekly, or
monthly activities
b. After listing their activities, ask them to work in group of five
and ask to read out their own list to one another.
c. Ask them to find out the similarity and the difference
among them and write it down then delete anything they have
which someone else has as well. So at the end, each student has
only his or her special routines that no one else has. Ask them
to use full sentences.
d. Ask one of the representatives of each group to report their
summary to the rest of the class e. Ask the audience to pay
attention to the spokespersons and decide which couple has the
most different
or similar
activities with theirs. a. List their own daily,
weekly, or
monthly activities
b. Work in group of five and read out their own
list to the rest of the group
c. Find out and write the similar
and different
activities they have and delete any similarities
they have until each student
has hisher
special routines. Write in full sentences
d. Report their summary to the rest of the class.
e. Pay attention to the spokespersons
and identify which couple
who has
the most
different or
similar activities with theirs.
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Language Focus
a. Choose two or three sentences
from the students’ list about their
activities and
check whether the students understand
the meaning of the sentences b. Explain the rules of the form.
c. Present some sentences and ask the students to analyze based on
the form, meaning and use a.
Identify the sentences presented
by the
instructor and taken from
their list.
Comprehend it. b. Listen
to the
instructor’s explanation about the rules of the
form.
c. Analyse the sentences based on the form,
meaning and use.
2. Meeting 2
Activities Instructor
Students Pre-Task a. Show the students some pictures
of famous people. b. Give them some lists to describe
their appearance or how they look and how they like.
c. Ask them to describe the people on the pictures based on their
appearances and characters. a. Look at the pictures
shown by the instructor and identify it.
b. Understand the lists of appearance and character
that suitable
for the
people in the pictures. c. Describe the people on
the pictures based on their appearances
and characters.
Task a. Ask
the students
make a
description about one of their friends, or teachers they have in
written form
b. Ask them to look for a partner and work in pair.
c. Tell them to ask their partner about hisher friends or teacher.
Or answer
their partner’s
questions about their friend or teacher they have
d. Ask to find out the similarity and the difference among them and
write it down on a piece of paper. Ask them to use complete
sentences. a. Write and describe about
one of their friends or teachers they have.
b. Look for a partner and work in pair
c. Ask their
partner’s activities. Or answer their
partner’s questions about their activities
d. Find out and write the similar
and different
activities they have with their partner. Write in
complete sentences
e. Report their summary to the rest of the class.
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e. Ask them to report their summary to the rest of the class
f. Ask the audience to pay attention to the spokespersons and decide
which couple has the most different or similar activities with
theirs. f. Pay
attention to
the spokespersons
and identify
which couple
who has
the most
different or
similar activities with theirs.
Language Focus
a. Choose two or three sentences
from the students’ list about their activities and check whether the
students understand the meaning of the sentences
b. Explain the rules of the form. c. Present some sentences and ask
the students to analyze based on the form, meaning and use
a. Identify the sentences
presented by
the instructor and taken from
their list. Comprehend it.
b. Listen to the instructor’s explanation
about the
rules of the form. c. Analyse the sentences
based on
the form,
meaning and use.
C. Post Activities
1. Summarize the topic 2. Reflect the learning process
3. Prepare the next topic 4. Parting
VII. Instructional Media
1. Board 2. LCD Projector, screen and Laptop
3. Power point 4. Pictures
VIII. Recources
1. Azzar, Betty Schrampfer and Donald A. Azzar. 1999. Fundamentals of English Grammar, Workbook, 2
nd
Edition. USA: Prantice-Hall Inc. 2. Azzar, Betty Shcrimper. .Understanding and Using English Grammar. .
3. Larsen-Freeman, Diane. 2000. Grammar Dimension 2. Boston: Heinle Heinle.
4. Murphy, Raymond. 2010. English Grammar in Use. Cambridge: Cambridge University Press.
IX. Assessment
a. Type : summative
b. Technique : written, sentence analysis
c. Worksheet : enclosed 1
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d. Key answer : enclosed 2
e. Scoring rubric : score 01
Tasikmalaya, ……………………. 2012 Neni Marlina
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Appendix 1: Material SIMPLE PRESENT TENSE
1.
Form a.
Verbal sentences Positive
Negative Question
Short Answer
I work You work
We work They work
He works She works
It works I don’t work
You don’t work We don’t work
They don’t work He doesn’t work
She doesn’t work It doesn’t work
Do I work? Do you work?
Do we work? Do they Work?
Does he work? Does she work?
Does it work? Yes, I do
No, I don’t Yes, You do
No, You don’t Yes, we do
No, we don’t Yes they do
No, They don’t Yes, he does
No, he doesn’t Yes, she does
No, she doesn’t Yes, it does.
No, It doesn’t.
b. Nominal sentences
Positive Negative
Question Short Answer
I am a student. You are a student.
We are students They are students.
He is a student. She is a student.
It is a book. I am not a student.
You are
not a
student. We are not students.
They are
not students.
He is not a student. She is not a student.
It is not a book. Am I a student?
Are you a student? Are we students?
Are they students? Is he a student?
Is she a student? Is it a book?
Yes, I am. No, I am not.
Yes, you are. No, you aren’t.
Yes, we are. No, we are not.
Yes, they are. No, they aren’t.
Yes he is. No, he is not.
Yes, she is. No, she is not.
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Yes, it is. No, it is not.
There are some adverbs of frequency usually used in Simple Present, as follows: Always, usually, often, sometimes, seldom, rarely, hardly ever, never.
e.g. I am always happy.
They are usually late. She often gets up late.
You never call me. Riggenbach and Samuda, 2000: 2- 4
2. Uses
The Simple present tense is used: a. to express habits, general truths, repeated actions or unchanging
situations, emotions and wishes: e.g. I smoke habit;
I work in London unchanging situation; London is a large city general truth
b. to give instructions or directions:
e.g. You walk
for two hundred metres, then you turn left.
c. to express fixed arrangements, present or future: e.g.
Your exam starts at 09.00 d.
to express future time, after some conjunctions: after, when, before, as soon as, until:
e.g.
Hell give it to you when you come next Saturday.
3. Students’ activities
Meeting 1: Describe someone’s daily routines based on the following picture.
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Meeting 2: Describe one of the following famous people
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Appendix 2: Exercise Analyse the following sentences. Put checks if they are correct, and correct
them if they are false. 1. A: hi… My name is Kunio.
B: Hello, my name is Maria. I glad to meet you. 2. She expect us to be in class on time.
3. Who does usually comes here every Tuesday? 4.
Ahmed, Toshi, Ji, Ingrid, and Pedro eats lunch together every day.
5.
The sun shines in the morning every day.
6.
He doesn’t know why his friends do not come to the class today
7.
Dr. Li talk to high school students all over the country about the danger of the drugs.
8. We are not having class today because our physics professor is running in a marathon this morning.
9.
My mother really is liking my friend Ahmed because he is always so polite to her.
10. Why you always wear long sleeves t-shirts? perpustakaan.uns.ac.id
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LESSON PLAN Cycle 1
UniversityFaculty :
Siliwangi UniversityFKIP Department
English Course
: Grammar I
GradeSemester :
II Topic
: Tenses: Present Continuous Tense
Meeting :
3 cycle 1 Time Allotment
: 2 x 45 minutes
X. Competence Standard
To understand and to use of the appropriate form, meaning and use of the Simple Present Tense, Present Continuous Tense, Present Perfect Tense,
Simple Past Tense, and Past Continuous Tense in written and spoken contexts.
XI. Basic Competence
To understand and to use the appropriate form, meaning, and use of the Present Continuous Tense in written and spoken contexts.
XII. Indicators
After joining this course, the students are able to: a. Identify the form and the meaning of the present continuous tense
b. Know when to use present continuous tense c. Know which verbs are not usually used in present continuous
d. Form the present continuous correctly e. Analyse the present continuous sentences correctly based on the form,
meaning, and use. f.
Use present continuous tense correctly in written and spoken forms.
XIII. Subject
Enclosed
XIV. Learning Methodology
Task-Based Language Instruction TBLT
XV. Teaching procedures
D. Pre activity
8. Greeting 9. Praying
10. Checking students’ attendance 11. Reviewing the previous lesson
12. Stating a topic of the lesson perpustakaan.uns.ac.id
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13. Explaining the objectives of the lesson 14. Explaining the benefits of the lesson
E. Main Activity
Activities Instructor
Students Pre-Task
a. Ask the students about their activities at the present.
b. Act some activities and ask the students to guess what the
teacher is doing. c. Ask the students to act an
activity which describes that shehe is doing something.
d. Prepare the cards consisting of instructions that should be acted
out by the students in front of their partner.
e. Answer the teacher’s
questions. f. Try to guess what the
teacher is doing. g. Ask other students to
guess what their friends are doing.
h. Prepare for the next activity.
Task a. Divide the students into teams
consisting five students each. b. Ask a student from each team to
act the instruction in the card to hisher team.
c. Give the team a score a point if the team guesses correctly in 30
second.
d. Allow other teams to steal after the time limit is up.
f. Make team consisting of 5 students each.
g. Point a student to be the one who will act the
instruction on the cards given by the teacher, and
guess what a friend’s doing.
h. Guess as
soon as
possible before the time limit is up and get the
scores.
i. Other team may also steal
the score
by guessing what a friend’s
from another team doing if his team cannot guess.
Language Focus
d. Choose two or three sentences from the students when they
guess the activity.
e. Explain the rules of the form.
f. Present some sentences and ask d. Identify the sentences
presented by
the instructor and taken
from their sentences. Comprehend it.
e. Listen to
the instructor’s explanation
about the rules of the form.
f. Analyse the sentences perpustakaan.uns.ac.id
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the students to analyze based on the form, meaning and use
based on the form, meaning and use.
F. Post Activities
