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H. Learning Objectives 1. Cognitive
Students are able to arrange the given jumbled paragraphs into a good
hortatory exposition text correctly.
Students are able to mention the generic structure of a given hortatory exposition text correctly.
Students are able to mention the present form from the given hortatory
exposition text correctly.
2. Psychomotor
Students are able to give comments on the pictures given fluently and
acceptably.
Students are able to ask questions or answering the questions.
Students are able to speak fluently and accurately, and acceptably about the topics given.
Character building: creativity and confidence. 3.
Learning Materials
Hand book Jumbled paragraphs of hortatory exposition text cut into pieces
4. Learning Methods
Individual work Group work
Whole class discussion
5. Learning Activities
Meeting 1 2 CH No.
Learning Activities Time Allo.
Explanation Pre Activities
Warm up 1.
The teacher fills the attendance list by calling the students’ names one by one.
5’ Whole class
112 2.
Students are given a list of vocabulary related to the topic which is going to be
discussed. 5’
Whole class
3. Students are asked to read the vocabulary
list to help them know the difficult words which are going to be used in the class
activities. 3’
Individually
4. Students are given several pictures, they are
asked to give comments on the pictures. 7’
Whole class
Main Activities Communicative task
5. Students are divided into a group of 3. Two
groups merge into one A and B. 5’
Whole class 6.
One of the students in a merged group takes a lottery from the teacher about the topic of
the debate. 5’
Whole class
7. Students practice debate together, one group
A is against the topic and the other B one agrees to the topic.
15’ Group work
8. Students are explained about the homework
by the teacher. 5’
Whole class
Language Focus 9.
Students are asked to mention the purpose of hortatory exposition text.
2’ Whole class
10. Students are asked to mention the generic
structure of hortatory exposition text. 3’
Whole class 11.
Students are asked about the language features of hortatory exposition text.
5’ Whole class
12. Students are explained a little about the
language focus of hortatory exposition. 10’
Whole class 13.
Students are asked to read the passage “The Importance of Speaking English” and then
identify the generic structure and the language features of the text.
10’ Individually
14. Students and the teacher discuss together the
task of “The Importance of Speaking English” text.
5’ Whole class
Post Activity
15. Students are given homework to fill in the
5’ Whole class
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