Grammar
Subject +
V2
My friend and I were
very bored We
rode our bicycles to the beach
Adverbial of time : Last weekend, last Sunday, yesterday, two weeks ago,
Conjuctions : First, then, after that, finally, . . . .
Gambits in Spoken Recount Text: -
Hi, guys . . . .
-
Let me tell you about my experience . . . .
-
I would like to tell you about my experience . . . . Vocabulary
Word Part of
Speech
Pronunciation
Beach N
bi ːtʃ
Holiday N
ˈh l.ɪ.deɪ Bicycle
N ˈbaɪ.sɪ.kl ̩
Sea N
si ː
Shell N
ʃel Rest
N rest
Fishermen N
ˈfɪʃ.ә.mәn Experience
N ɪk
ˈspɪә.ri.
ə
n t s
Rode V
rәʊd Down
Prep daʊn
Wonderful Adj.
ˈwʌn.dә.f
ə
l
C. TEACHING-LEARNING METHOD TECHNIQUES
Four Cycles: BKOF, MOT, JCOT, ICOT
D. TEACHING-LEARNING ACTIVITIES
1. Opening
a. Teacher greets the teacher.
b. One of the students leads the prayer.
c. Teacher checks the attendance.
d. Teacher writes the topic on the board.
e. Teacher informs the learning objectives and the scope of the
lesson.
2. Main activities
BKOF -
Students listen to the teacher. Task1 -
Teacher and students discuss the recording. -
Teacher asks students what they did last Sunday. Task2 MOT
- Teacher gives an example of an oral recount text.
- Students listen to the teacher carefully. Task3
- Students answer some questions given by the teacher orally.
- Teacher asks students to find some difficult vocabulary and
then together with students study the vocabulary. Task4 -
Teacher explain the organization of recount text, the language features, the gambits of spoken recount text. Task5
- Guided by the teacher, students investigate the language
features the organization of the text. Task6 -
Teacher models another example of spoken recount text. Task7
- Students study new vocabulary and are drilled by the teacher.
Task8 -
Students study the pattern of simple past tense. Task9 JCOT
- Students learn how to make past tense referring to the given
pictures. -
Guided with story line, students try to make a recount text orally. Task10
- Given some pictures illustrating a story out of order, the
class discuss and sequence them into a good order -
In a group of four, the students are asked to make a story based on the pictures. Then, they tell the story to other groups.
Task11 ICOT
- Individually, students create a new ending of the story in Task
11 They are asked to create their own drawings by copying the
first five pictures and adding one or two pictures.
-
And then the students tell the story in front of the class. Task12
3. Closing
a. Teacher and students reflect to today’s lesson.
b. Teacher gives feedback to students.
c. Teacher and students summarize materials learned.
d. Teacher gives further guidance to students.
e. One of the students leads the prayer.
f. Teacher says goodbye to students.
E. LEARNING RESOUCES
- Hornby, A. S. 2005. Oxford Advance Learner’s Dictionary. London: Oxford
University Press. -
Mukarto, et.all. 2007. EOS. English on Sky 2. Jakarta: Erlangga -
Wright, Andrew. 1989. Pictures for Language Learning. Cambridge: Cambridge University Press.
- Wright, Andrew. 1989. 1000+ Pictures for Teachers to Copy. New York:
Longman. -
Stephens, Mary. 1995. Pictures for Writing. Book 1. Essex: Longman.
F. LEARNING MEDIA
Media: -
Pictures -
Handout -
Slot board Equipment:
- White board
- Board marker
G. ASSESSMENT
a. Technique : Performance Assessment
b. Speaking Rubric Appendix F
Godean, 28 September 2013
English Teacher, Researcher,
Kalbarinah, S.Pd. Gallis Nawang Ginusti
NIP 19550429 197803 2 003 NIM 09202241065
LESSON PLAN
Name of the school
: SMP Negeri 2 Godean
Subject :
English
Gradesemester :
VIIII
Meeting : 5-6
Text type :
Recount text
Skill :
Speaking Time Allocation
: 4 x 40 minutes
STANDARD COMPETENCE :
Speaking 4.
Expressing meaning of very simple monologue in the form of descriptive
and recount to interact with others. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sederhana yang berbentuk descriptive dan recount untuk berinteraksi dengan lingkungan sekitar.
BASIC COMPETENCE :
4.2.Expressing meaning of very simple monologue through spoken language in
the form of descriptive and recount text accurately, fluently, and appropriately to interact with others.
Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa nista secara akurat, lancar, dan berterima
untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
INDICATORS
Students are able to 1.
Identify the information in the given monologue. 2.
Mention the function of recount text. 3.
Mention the generic structure of recount text. 4.
Mention the language features of the text. 5.
Pronounce the words correctly. 6.
Perform a simple monologue of recount text. 7.
Use some strategic devices. 8.
Use cohesive devices in the monologue. 9.
Convey facial expressions, gestures, body language, and other non-verbal cues.
2
Parts of personal recount
Hello, everyone I want to tell you about my great experience. Last month, our class had a school trip. We started from school at 6 am. In
the middle of the way, we stopped for a picnic. We visited a castle and then ate our lunch near the lake. After that we went swimming and canoeing.
Later on, we got back on the bus and drove to the campsite. We set up our tents and sat round the fire and ate delicious barbeques. In the next
morning, we did many things. First we went horse riding. Lisa fell off and hurt her arm. She had to go to hospital. After that, we went climbing. We
also played football and volleyball. In the evening, we left the campsite and headed back to school. On the bus, we talked about a lot of things,
A. OBJECTIVES
