CLOSING CLOSING a. Greet Your Friend CLOSING Greet Your Friend CLOSING Greet your Friend

Good Morning Good Afternoon 8 Good Evening 2. After the children finish matching the cards, children try to express greeting expressions based on the picture they have got Greet your Friend

B. CLOSING

Greet your Friend This activity emphasizes on Interpersonal Intelligence Procedure : 1. 2. The teacher asks the children to raise their hands while saying good afternoon each other The teacher asks the children to give their thumbs and say “good job” to their friends 3. The teacher asks the children to shake hand and say “thank you” to their friends Source : The Writer’s Documentation Picture 9. Thumbs up source: Writer’s media LISTEN AND DO Standard Competence : 2. Students are able to respond simple instructions Basic Competence : 2.1 Students are able to perform simple instructions 2.2 Students are able to write tracing, completing, copying simple instructions

A. OPENING a. Let’s

Test your reflex This activity emphasizes on Bodily-Kinesthetic Intelligence Procedure : Move The teacher asks the children to perform her instructions by repeating her sayings and movements : 1. 2. 3. 4. 5. Stand Sit Jump Raise your hands Clap your hands

b. Let’s Sing “Up and Down”

This activity emphasizes on Musical and Bodily-Kinesthetic Intelligences Procedure 1. 2. : The teacher stimulates the children by singing the song together with the children. The teacher invites the children to perform the song as in the picture. “Up and Down” Anonimous Up and down and shake shake shake Up and down and jump jump jump Up and down and shake shake shake Up and down and jump jump jump Shake to the left Jump to the left and shake to the right and jump to the right Up and down and shake shake shake Up and down and jump jump jump 3 5 1 3 3 2 2 2 4 7 2 2 1 1 3 3 5 1 3 3 3 2 2 2 4 7 2 2 1 1 Let’s Move Let’s Sing 9 6. 7. 8. 9. 10. Take your pencil Give the book to your friend Touch your nose Touch your friends hair Close your eyes Up Down Shake to the left Shake to the right Jump Movement : Source : Draw and Sing c. Let’s What did they make? This activity emphasizes on Visual-Spatial and Logical-Mathematical Intelligences Procedure 1. 2. 3. : Guess The teacher gives pictures. The teacher shows and explains the picture one by one orderly. The children guess the picture. Let’s Guess Head and Shoulders Anonimous Rhyme from “London Bridge” Head shoulder knees and toes Knees and toes knees and toes Head shoulder knees and toes Ears eyes mouth nose 5 6 5 4 3 4 5 2 3 4 3 4 5 5 6 5 4 3 4 5 2 5 3 1 .

B. MAIN ACTIVITIES a. Let’s

Do you see my comb? Procedure : Listen Let’s Listen This activity emphasizes on Linguistic and Bodily-Kinesthetic Intelligences 1. 2. 3. 4. Preparation: Paper dolls see picture 2 The teacher hides a comb in the drawer of the teachers desk. The teacher tells a conversation between Eneng and Entong The children should act what Eneng and Entong ask for. 10 “ ” Head and Shoulders This activity emphasizes on Musical and Bodily-Kinesthetic Intelligences Procedure 1. 2. : The teacher stimulates the children by singing the song together with the children The teacher invites the children to perform the song as in the picture 1 2 3 4 Story Eneng is losing her comb. She needs it to comb her hair because she has to be neat before going to school. Eneng : “ Entong. Do you see my comb?” the teacher explains what comb is in bahasa Entong : “Im sorry. I dont see it.” Movement : Head Shoulder Knees Toes Eyes Ears Mouth Nose Source : Grow With English, Book 1 Source : www.firmansyah.wordpress.com

b. Let’s Listen to my word

Procedure : Speak Let’s Speak This activity emphasizes on Lingustic and Interpersonal Intelligences 1. 2. 3. The teacher explains polite instructions by using drilling technique repeat and perform. The teacher asks the children to repeat her instructions The teacher asks the children to practice giving and responding to instructions in pairs Instructions : Could you open the door, please? Could you close the door please? Could you open the window, please? Could you close the window, please? Could you clean the whiteboard, please? Could you sweep the floor, please?

c. Let’s Write Let’s trace the word

This activity emphasizes on Linguistic and Intelligences Bodily-Kinesthetic Procedure : The teacher asks the children to trace the words below : Let’s Write 11 Eneng Entong Eneng Entong Entong Eneng Entong Eneng : : : : : : : : ”Could you help me to find my comb?”. “I will but I think I need a little help from our friends. Could you help me, friends?” let the children answer Entongs question “OK. Lets go” ”Mmmm… friends. I think the comb is under the table. Could you get down your head?” the teacher explains Entongs instruction by getting down her head first and asks the children to follow her “Can you see the comb?” let the children answer Entongs question “No? OK, now lets check the drawer.” the teacher explains what drawer is in bahasa. Entong invites the children to get close to the teachers desk “Now open it Could you help me to open it? Put your hands in front of you and pull it. 1… 2… 3… .” “Horay. We did it Thank you friends. We finally find the comb. Good job” the teacher asks the children to give two thumbs up to their friends and say “good job” Respond : Yes, I can Yes, of course No, I can’t I’m sorry, I can’t could you open could you open could you open close clean sweep please Let’s copy the word This activity emphasizes on Linguistic and Intelligences Bodily-Kinesthetic Procedure : Teacher asks student to copy the words below into fine handwriting: Let’s complete the word This activity emphasizes on Linguistic, Intelligences Bodily-Kinesthetic and Visual-Spatial Procedure : The teacher asks the children to complete the missing letters below with picture as the clue : 12 close clean sweep please close clean sweep please 1. 2. 3. 4. 5. Sit Raise Close Open Stand Sit 1. 2. 3. U _ D _ w _ R _ _ e Atas Bawah Angkat 4. 5. J _ m _ S _ _ k _ Lompat Goyang source: Draw and Sing How to Read : Mimi Mother Father Adi House Monkey Panda Duster Flower Pot School Grass Sweeping Floor Window This activity emphasizes on Linguistic, Logical-Mathematical and Intelligences Visual-Spatial Procedure : 1. 2. 3. 4. 5. The teacher leads the children in reading the story The teacher can use gesture while reading the story The teacher also checks the childrens pronunciation The teacher asks few questions related to the story What does Mimi do in Monday morning? What does Mimi do to help mother? Who is Adi? What does Adi do to help father? What does happen to flower pot when Adi try to move it? The teacher lets the children develop their own ideas toward the end of the story Will Mother and Father be mad to Adi ?

d. Let’s Read Cleaning the House

Let’s Read Cleaning the House UNIT 2 LISTEN AND DO 13 Suddenly, there is a strange sound. “Cra c kkkk…” It is a beautiful . It is Monday. does not go to She is because she wants to help her , , and her brother, , to clean the Mother is the . “ ,could you help me to clean up the ?” asks. “Yes ” replies and she takes a is helping to cut the on the yard. “ could you help me to move the ?” asks “Of course . I will move the ” replies. “Oh my God. I break the . What should I do?” is worried. Will and be mad to ? Practice to Count This activity emphasizes on Logical-Mathematical Intelligence

e. Let’s Count

Let’s Count Situational Role Play: Become A Teacher This activity emphasizes on Intrapersonal Intelligence Procedure :

f. Let’s Imagine

Procedure : 1. 2. 3. The teacher invites the children to count 1 to 15 using media see picture 10 The teacher leads the children to practice pronouncing number 1 to 15 in English Teacher points out to a certain number and asks the children what number it is. 1. 2. The teacher invites the children to imagine if they were teachers The teacher prepares the class and equipments needed for the role play e.g. eye glasses and artificial moustache Let’s Imagine 14 Picture 10. Media for counting practice attached on the wall in the class Play Spread-and-Gather This activities emphasizes on Logical-Mathematical and Bodily-Kinesthetic Intelligences Procedure : 1. 2. 3. 4. The teacher invites the children to go to school yard by making a train The teacher asks the children to make a big circle The teacher explains the rules: The children perform the teachers instructions Picture 11. The train Picture 12. The big circle The teacher makes a sign with her finger which refers to a certain number e.g . the teacher raise all fingers of her right hand and this refers to 5 The children have to gather and make a group consists of certain people exactly like what the teacher asked before by making a sign Children of which their group consist of less or much than the teacher asked before, will get the penalty singing or dancing Picture 13. Children play gather-and-spread game Source : The Writer’s Documentation Source : The Writer’s Documentation Source : The Writer’s Documentation Source : Writer’s Documentation Picture 14. The process and the result of making hand craft from corn clay 3. 4. 5. 6. 7. The teacher invites the children to act as if they were teachers and students The teacher gives example of polite instructions and the responds The teacher asks the children to raise their hand to decide who will become the teachers and who will become the students The children perform the situational role play The teacher asks the children whether they were happy or not in carrying out their roles Hand craft from corn clay This activity emphasizes on Linguistic, Visual-Spatial, and Bodily-Kinesthetic Intelligences Preparation : Procedures :

g. Let’s Play

1. 2. 3. Wheat flour : rice flour : cornstarch 1 : 1 : 1 White glue Food coloring Mix all the materials, except food coloring. Knead the dough. Divide the dough into a number of children. Put them in the plastics Let’s Play Matching This activity emphasizes on Linguistic, Visual-Spatial, and Naturalist Intelligences Preparation : pictorial cards and word cards Procedure : 1. 2. 3. 4. 5. The teacher asks the children to match pictorial cards and word cards one by one The teacher asks the children to arrange the steps in making photo frame. After that, the teacher explains the steps. The teacher invites the children to explain the steps once more. The teacher continues the activity by inviting the children to make a photo frame from unused material around them 15 “Teacher” instruction : Could you open the book, please? Could you erase the board, please? Could you read the book, please? Could you close the door, please? “Student” respond : Yes, sir maam Of course sir, maam 1. 2. 3. The teacher distributes the dough to the children. The teacher gives instructions how to make the hand craft The children follow the instructions Open the plastic Put the dough on the table Roll the dough with hands Take the food coloring Put the food coloring in the dough Mold the dough into shape you want Clean the table if you finish Dont forget to wash your hands if you finish Source : The Writer’s Documentation Prepare the Material Glue the Stick Put the frame on the white card Greet your Friend

C. CLOSING a. Greet Your Friend

This activity emphasizes on Interpersonal Intelligence Procedure : 1. 2. 3. The teacher asks the children to raise their hands while saying good afternoon each other The teacher asks the children to give their thumb and say “good job” to their friends The teacher asks the children to shake hand and say “thank you” to their friends 16 Decorate the frame with sand and shells Source : www.fabmums.blogspot.com IN THE GARDEN Standard Competence : 3. Students are able to identify kind of fruits Basic Competence : 3.1 Students are able to mention kind of fruits 3.2 Students are able to describe fruits

A. OPENING a. Let’s

Let’s Perform This activity emphasizes on Bodily-Kinesthetic Intelligence Procedure : Move 1. 2.

b. Let’s Sing “Fruits 1”

This activity emphasizes on Musical and Visual-Spatial Intelligences Procedure : The teacher stimulates the children by singing the song together with the children using pictures “Fruits” Using “London Bridge” Rhyme Tomato, mango, melon Banana, papaya Pineapple, watermelon They all the fruits 5 6 5 4 3 4 5 2 3 4 3 4 5 5 6 5 4 3 4 5 2 5 3 1 Let’s Move Let’s Sing 17 The teacher asks the children to repeat her sayings The teacher asks the children to follow her movements Big Small BIG : Two hands draw a big circle on the air SMALL : One hand draws a small circle on the air Anonimous 18 “Fruits 2” This activity emphasizes on Musical and Visual-Spatial Intelligences Procedure : “Fruits” using “Are You Sleeping Brother John?” rhyme Watermelon watermelon Banana banana Mango mango mango Mango mango mango Pineapple pineapple 4 4 5 4 4 4 5 4 5 5 6 5 5 6 6 6 6 5 5 4 6 6 6 5 5 4 4 3 4 4 3 4 The teacher stimulates the children by singing the song together with the children using media attached on the white board see picture 15 The teacher points to the picture when teaching the song e.g. pointing to watermelon twice since “watermelon” is repeated twice in the lyric Picture 15. Media for teaching the song 1. 2. c. Let’s What is this? This activity emphasizes on Visual-Spatial and Logical-Mathematical Intelligences. Procedure 1. 2. : Guess The teacher gives pieces of picture. The teacher asks the children what picture it is. Let’s Guess Answer: a. rambutans, b. banana, c. orange a b c

B. MAIN ACTIVITIES a. Let’s

What fruits do you like? Procedure : Listen Let’s Listen This activity emphasizes on Linguistic and Visual-Spatial Intelligences 1. 2. The teacher tells a conversation between Eneng and Entong The children respond to the conversation Preparation: Paper dolls see picture 2 and picture of fruits. Anonimous Source : The Writer’s Documentation source: www.shutterstocks.com 19 Eneng Entong Eneng Entong Eneng Entong Entong Entong Eneng Entong Eneng Entong : : : : : : : : : : : : “Hi friends, its a beautiful summer right?” the teacher explains what summer is in bahasa “Hey friends. Do you want to help us to make a drink from fruits?” ”Yes, it will be nice if we make it together.” let the children answer Entong and Enengs invitation “OK, now lets prepare the fruits. What fruits do you like?” let the children answer Entongs question “OK. Lets start Do you like melon?” the teacher shows a picture of melon and let the children answer Enengs question ”Mmmm… do you like strawberry?” the teacher shows a picture of strawberry and let the children answer Entongs question “Do you like mango?” the teacher shows a picture of mango and let the children answer Entongs question “Do you like apple?” the teacher shows a picture of apple and let the children answer Entongs question “OK, now wash them.” the children follow the teacher act as if they wash the fruits “Now, put them in the blender.” the children follow the teacher act as if they put the fruits in the blender “Push the button.” the children follow the teacher act as if they push the button of the blender “Wow… good job friends.” the teacher asks the children to give two thumbs up to their friends and say “good job” Story Eneng and Entong like fruits so much. It is summer now and they want to make a drink from fruits. It will be so delicious.

b. Let’s Describe them

Speak Let’s Speak This activity emphasizes on Linguistic and Visual-Spatial Intelligences Preparation : sour orange, sweet watermelon, picture of fruits. Procedure : 1. 2. 3. 4. The teacher explains kind of colors and tastes of fruits using picture The teacher shows the fruits. The teacher helps children to describe the fruits by asking few questions: What is the color of the fruit? Is it big small? What is the taste of the fruit? What is the fruit for? The children describe the fruits Green Red Orange Brown Yellow Black Purple White Sweet Sour 20 Apple Strawberry Rose Apple Rambutans Melon Watermelon Orange Grape Kiwi Banana Cherry Durians Mangosteen Pineapple Mango

c. Let’s Write Let’s trace the word

This activity emphasizes on Linguistic and Intelligences Bodily-Kinesthetic Procedure : The teacher asks the teacher to trace the words below : Let’s Write orange grape strawberry apple big small sweet sour yellow red orange grape strawberry apple big small sweet sour yellow red orange grape apple big small sweet sour yellow red Source : www.shutterstocks.com Picture 16. Picture of fruits 21 Let’s copy the word This activity emphasizes on Linguistic and Intelligences Bodily-Kinesthetic Procedure : The teacher asks the children to copy the words below into fine handwriting : 1. 2. 3. 4. 5. Watermelon Pineapple Banana Purple Green Watermelon Let’s complete the word This activity emphasize on Linguistic, Intelligences Bodily-Kinesthetic and Visual-Spatial Procedure : The teacher asks the chilldren to complete the missing letters below with picture as the clue : 1. 2. 3. 4. 5. C _ _ r r _ P _ n _ a _ _ l e R _ s e A _ p _ e M _ _ g _ s t _ _ n D _ r _ a _ s This activity emphasizes on Linguistic and Intelligences Visual-Spatial Procedure : 1. 2. 3. 4. 5. The teacher leads the children in reading the story The teacher can use gesture while reading the story The teacher also checks childrens pronunciation The teacher asks few questions related to the story What does Mimi do during the holiday? What are kind of trees in Grandmas backyard? What does Adi do in the backyard? What does happen to Adi when picking the rose apples? The teacher lets the children develop their own ideas toward the end of the story what will happen to Adi ?

d. Let’s Read Mimi Goes to Grandmas House

Let’s Read source: www.shutterstocks.com How to Read : Mother Father Adi Car TreeTrees Happy Mango Rose Appel Mangosteen Rambutans Grandma Mimi House 22 His legs are slipped and he loses his balance. Mimi Goes to Grandmas House “Be careful honey.” says It is a holiday. and her family want to go to s . s is in the village. s has fruit on her backyard. They go there by “Hey, look Its s .” yells “Yes , we have already arrived now.” says “ We miss you so.” runs to and hugs her. “Miss you too honey.” says “ , can we go to the backyard?” asks “Yes, of course dear if youre not tired.” smiles. “Thanks .” thanked . “Come on .” he urges In the backyard, they see a lot of fruit . Grandma has , , , and . They are so excited. “Look The bare a lot of fruits” yells “Do you want to pick them?” asks “Yes, do you want some?” offers He climbs to the top of the tree and picks some But when wants to get down, he is careless. What will happen to ? Will he fall from the tree? or will he be safe? Practice to count This activity emphasizes on Logical-Mathematical Intelligence

e. Let’s Count

Let’s Count

f. Let’s Imagine

Procedure : 1. 2. 3. The teacher invites the children to count 1 to 17 using media see picture 10 The teacher leads the children to practice pronouncing numbers 1 to 17 in English The teacher points to a certain number and asks the children what number it is. Let’s Imagine 23 Count them This activities emphasizes on Logical-Mathematical and Visual-Spatial Intelligences Preparation : picture of fruits Procedure : The teacher asks the children to count the fruits on the picture: 3 Situational Role Play: Become A Gardener This activity emphasizes on Intrapersonal and Naturalist Intelligences Preparation : bucket and water dipper Procedure : 1. 2. 3. 4. 5. The teacher invites to imagine if they were gardeners. The teacher invites the children to go out to the schools garden in which banana, coconut, cassava and papaya trees grow The teacher asks the children to observe and water the trees as if they were gardeners farmers The teacher asks the children opinion about how to take care the plants trees in the schools garden. The teacher asks the children whether they were happy or not in carrying out their roles. Fold them g. Let’s Play Let’s Play This activity emphasizes childrens Linguistic, Visual-Spatial, and Bodily-Kinesthetic Intelligences. Preparation : 1. 2. Origami paper: red Black marker Procedures : 1. 2. 3. The teacher distributes the papers to the children. The teacher gives instructions how to make the hand craft see picture17 The c hildren follow the instructions. 24 Source: http:en.origami-club.comfruitstrawberryindex.html Picture 17. How to make a strawberry from origami paper Picture 18. Strawberry from origami paper Matching This activity emphasizes on Linguistic and Visual-Spatial Intelligences Preparation : pictorial cards and word cards Procedure : The teacher asks the children to match pictorial cards and word cards one by one Two Strawberries Four Cherries One Apple Three Bundles of Grape One Pineapple 25 Show-tell-share This activity emphasizes on Linguistic, Interpersonal, and Intrapersonal Intelligences. Preparation : The teacher asked the children to bring their favorite fruits from home before Procedure : 1. 2. 3. 4. The teacher invites the children one by one to bring their favorite fruits in front of the class and try to describe it. After all of the children get their turn, they can eat the fruits which are brought from home and share the fruits with other friends. The teacher asks the children to eat the fruit properly without messing up the table. The teacher asks the children to put the garbage in the trash can after the fruit party. Greet your Friend

C. CLOSING Greet Your Friend

This activity emphasizes on Interpersonal Intelligence Procedure : 1. 2. 3. The teacher asks the children to raise their hands while saying good afternoon each other The teacher asks the children to give their thumb and say “good job” to their friends The teacher asks the children to shake hand and say “thank you” to their friends source: www.shutterstocks.com AT THE ZOO Standard Competence : 4. Students are able to identify kind of animals Basic Competence : 4.1 Students are able to mention kind of animals 4.2 Students are able to describe animals

A. OPENING a. Let’s

Let’s Perform This activity emphasizes on Bodily-Kinesthetic Intelligence Procedure : Move 1. 2. 3. 4.

b. Let’s Sing “

Mary Had a Little Lamb ” This activity emphasizes on Musical Intelligence. Procedure : The teacher stimulates the children by singing the song together with the children “ ” Mary Had a Little Lamb Mary had a little lamb Little lamb little lamb Mary had a little lamb, its fleece was white as snow 3 2 1 2 3 3 3 2 2 2 3 5 5 3 2 1 2 3 3 3 3 2 2 3 2 1 Let’s Move Let’s Sing 26 The teacher says the name of the pets one by one, and asks the children to repeat after her. The teacher asks the children to follow her movements in imitating animals behavior. The teacher shows picture of the animals to the children. The teacher asks the children to imitate the behavior of the animals which is being pointed by the teacher Dog Parrot Chicken Giraffe Elephant Rabbit Crocodile Snake Pigeon Tiger Turtle Cat Dolphin Swan Fish Source : www.shutterstocks.com Picture 19. Picture of animals Anonimous 27 c. Let’s What is this? This activity emphasizes on Visual-Spatial and Logical-Mathematical Intelligences Procedure 1. 2. : Guess The teacher gives pieces of picture. The teacher asks the children what picture it is. Let’s Guess

B. MAIN ACTIVITIES a. Let’s

What can we see in the zoo? Procedure : Listen Let’s Listen This activity emphasizes on Linguistic and Visual-Spatial Intelligences 1. 2. The teacher tells a conversation between Eneng and Entong The children respond to the conversation Answer: a. pigeon, b. rabbit, c. dolphin Story Eneng and Entong are going to the zoo. They are very excited. They have prepared everything. They bring snacks, drinks, and a camera. Eneng Entong Eneng Entong Eneng Entong Entong Eneng : : : : : : : : Preparation : 1. 2. Paper dolls see picture 2 and picture of animals see picture20 The teacher sets the class which resembles the zoo by hanging the animals picture on the wall. Picture 20. Media for the activity on “What Can We See in the Zoo?” “Hi friends, see us again. Are you going with us to the zoo?” the teacher explains what zoo is in bahasa let the children answer Enengs question “OK, lets go” at the zoo ”Wow… there are a lot of animals in the zoo.” the teacher invites the children to the picture of elephant which hangs on the wall “Yes, look That is elephant. What do elephant eat?” the teacher explains what eat is in bahasa let the children answer Entongs question “The elephant is very big. Hey look over there. They are giraffe.” the teacher invites the children to the picture of giraffe which hangs on the wall “Can we feed them with a slice of bread?” the teacher explains what feed and bread are in bahasa let the children answer Entongs question “So, what do they eat?” let the children answer Entongs question “Oh, thats why its neck is very long.” the teacher explains what neck and long are in bahasa source: www.shutterstocks.com

b. Let’s Describe them

Preparation : table of description see table 3 Procedure : Speak Let’s Speak This activity emphasizes on Linguistic, Visual-Spatial, and Logical-Mathematical Intelligences 1. 2. 3. 4. The teacher shows the picture of animals. The teacher helps the children to describe the animals by asking few questions : The children describes the animal in a group of three children using table of description : The teacher asks the children to tell their findings. What is the color of the animal? Is it big small? What do they eat? Where do they live? 28 Eneng Entong Eneng Entong : : : : “Oh, look They are tigers. They eat meat.” the teacher invites the children to the picture of tiger which hangs on the wall the tacher explains what meat is in bahasa “And look at this. They are dolphins. They are beautiful.” the teacher invites the children to the picture of dolphin which hangs on the wall the teacher explains what beautiful is in bahasa “Do you know where they live?” the teacher explains what live is in bahasa let the children answer Entongs question “Wow… good job friends.” the teacher asks the children to give two thumbs up to their friends and say “good job” No Name of Animal Color Shape Food Habitat Big Small Carnivore Herbivore Omnivore 1 2 3 4 5 White and Black Table 3. Table of animals description Land Air Water

c. Let’s Write Let’s trace the word

This activity emphasizes on Linguistic and Intelligences Bodily-Kinesthetic Procedure : The teacher asks the children to trace the words below : Let’s Write 29 rabbit elephant giraffe dolphin bird fish chicken snake mouse tiger rabbit rabbit elephant elephant giraffe giraffe dolphin bird fish chicken snake mouse tiger dolphin bird fish chicken snake mouse tiger Let’s copy the word This activity emphasizes on Linguistic and Intelligences Bodily-Kinesthetic Procedure : The teacher asks the student to copy the words below into fine handwriting : 1. Swan Swan 2. Cat 3. Dog 4. Turtle 5. Pigeon PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Let’s complete the word This activity emphasizes on Linguistic, Intelligences Bodily-Kinesthetic and Visual-Spatial Procedure : The teacher asks the children to complete the missing letters below with picture as the clue : 30 This activity emphasizes on Linguistic, Logical-Mathematical and Intelligences Visual-Spatial Procedure : 1. 2. 3. 4. 5. The teacher leads the children in reading the story The teacher can use gesture while reading the story The teacher also checks the childrens pronunciation The teacher asks few questions related to the story Where does Mimi go? What does Mimi see there? What does Adi do to the monkey? What is the sound of the sign that have a meaning we should not feed the animal? The teacher lets the children develop their own ideas toward the end of the story will Adi in trouble ?

d. Let’s Read Mimi is at the zoo

Let’s Read 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. C _ m _ l G _ r _ f f _ S _ a k _ F _ s _ M _ n _ _ y C h _ _ c k _ E l _ _ h _ t H _ p p _ t _ m u _ P _ n d _ L _ o _ Unta Jerapah Ular Ikan Monyet Ayam Gajah Kuda Nil Panda Singa How to Read : Mimi Mother Father Adi Zoo Guard Hypopotamus Monkey Panda Giraffe Happy Zoo Bamboo Tree Coconut Bus Mimi is at the Zoo 31 it means that we should not give the animal food to eat. They go to the by is very because today and her family are going to the buys tickets while , , and wait in the gate. “OK, now we can go into the .” says “Yuhuuu… “ yell and “ , look Those are .” says “Wow, they eat .” Mimi replies. “Oh, thats They eat leaves on that .” “Cant you see that they have a very long neck.” explains. “Yes mother. I see.” say and together. “ , … This is and they are so big.” explains. “Wow… they seem very strong.” says looks at the s cage. He gives the a pack of and her want to warn but that is too late. do not read a sign, “Do not feed the animal”, The comes because he saw feeds the Will in trouble? Or Will the forgive ? Practice to count This activity emphasizes on Logical-Mathematical Intelligence

e. Let’s Count

Let’s Count Procedure : 1. 2. 3. The teacher invites the children to count 1 to 20 using media see picture 10 The teacher leads the children to practice pronouncing numbers 1 to 20 in English The teacher points to a certain number and asks the children what number it is Count them This activity emphasizes on Logical-Mathematical and Visual-Spatial Intelligences Preparation : picture of animals The teacher asks the children to count the animals on the picture : Procedure : 32 3 Situational role play: become a veterinarian This activity emphasizes on Intrapersonal and Naturalist Intelligences Preparation : table of description see table 3

f. Let’s Imagine

Let’s Imagine Procedure : 1. 2. 3. 4. 5. 6. The teacher invites the children to the yard near the school. The teacher asks the children to observe animals on the yard as if they were veterinarians. The teacher asks the children to write down their findings on table see table 3 The teacher asks the children to feed the animals. The teacher asks the children opinion about how to take care the animals. The teacher asks the children whether they were happy or not in carrying out their roles No Name of Animal Color Shape Food Habitat Big Small Carnivore Herbivore Omnivore 1 2 3 4 5 Land Air Water Sheep Chicken Dog Cat Fish Source: http:en.origami-club.comrabbitrabbitindex.html Picture 21. How to make a rabbit face from origami paper Fold them This activity emphasizes on Linguistic, Visual-Spatial, and Bodily-Kinesthetic Intelligences. Preparation : Procedures :

g. Let’s Play

1. 2. Origami paper: white Black marker Let’s Play 1. 2. 3. The teacher distributes the papers to the children. The teacher gives instructions how to make the hand craft see picture21 The children follow the instructions 33 Picture 22. The rabbit face Matching This activity emphasizes on Linguistic and Visual-Spatial Intelligences Preparation : pictorial cards and word cards Procedure : The teacher asks the children to match pictorial cards and word cards one by one 34 Two Turtles A Swan Three Chickens An Elephant Two Giraffes Ugly Duckling This activity emphasizes on Linguistic and Intrapersonal Intelligences. Preparation : The teacher prepared a film entitled “Ugly Duckling” source: http:www.youtube.comwatch?v=NMLNTIZR620feature=related, a PC and monitor Procedure : 1. 2. 3. 4. The teacher sets PC and monitor in the class. The teacher asks the children to be silent during watching the film. The children watch the film. The teacher invites the children to express their feelings toward the film. source: www.shutterstocks.com Greet your Friend

C. CLOSING Greet your Friend

35 This activity emphasizes on Interpersonal Intelligence Procedure : 1. 2. 3. The teacher asks the children to raise their hands while saying good afternoon each other The teacher asks the children to give their thumb and say “good job” to their friends The teacher asks the children to shake hand and say “thank you” to their friends IN THE MARKET Standard Competence : 5. Students are able to identify kind of vegetables Basic Competence : 5.1 Students are able to mention kind of vegetables 5.2 Students are able to describe vegetables

A. OPENING a. Let’s