l. Grammar Simple present tense:
C. Method:
à Lecturing à Reading
à Comprehension à Question and answer
D. Learning Steps 1. Opening 5 minutes
à Teacher greets the students and checks the attendance list. “Good morning, class. How are you today?”
“Before starting our lesson, let’s call the roll.” Ã Apperception
“Have you ever read an ad in a newspaper?” “Does ad persuade you to do or buy something?
à Motivation “What’s on your mind about our lesson today?”
à Teacher shows the purpose of study In the end of the study students will be able to:
Verbal
+ S + V
1
-s-es - S + dodoes + not + Vinf
? Dodoes + S + Vinf
Non Verbal
+ S + to be am, is, are + NounAdjective - S + to be am, is, are + not + NounAdjective
? to be am, is, are + S + NounAdjective
· Identify the social function, generic structure, and language features of hortatory exposition text.
· Find the meaning of difficult words. · Identify the main ideas of each paragraph in the hortatory
exposition text. · Write a paraphrase of each paragraph.
à Teacher talks about the material “Today we’re going to learn about hortatory exposition text and
paraphrase.”
2. Main Activities 80 minutes a. Exploration 15 minutes
1. Teacher gives students the example of hortatory exposition text. “Here, I have an example of hortatory exposition text.”
2. Teacher asks students to read the text. “Well, let’s read the text. Listen carefully and then repeat after me,
please.” 3. Teacher explains the social function, generic structure and language
feature of the text. “I will explain the social function, generic structure and language
feature of hortatory exposition text.” 4. Teacher explains the grammar used in the text.
“Tense that is used in hortatory exposition text is simple present tense. The formula is S + V
1
-s-es.” 5. Teacher gives explanation about definition of paraphrase.
“Now, I will tell you about paraphrase. Anyone knows what paraphrase is? Well, paraphrase is restatement of a text or passages,
using other words. Paraphrase is expressing the meaning of something written or said, using different words, especially in order to make it
easier to understand.”
6. Teacher gives the example of paraphrase. “I have some example of paraphrase. Look at the blackboard and
listen carefully please.
b. Elaboration 50 minutes
1. Students are asked to find the meaning of difficult words. “Work individually. Find the meaning of each difficult word and write
it down on your answer sheet.” 2. Students are asked to identify the social function, generic structure, and
language feature of the text. “Work individually. Answer the question on activity 2.”
3. Students are asked to find the main ideas of each paragraph. “Now, work individually. Find the main ideas of each paragraph,
please.”
4. Students are asked to make a paraphrase of each paragraph. “Work individually. Write a paraphrase of each paragraph.”
c. Confirmation 15 minutes 1. Teachers discuss the meaning of difficult words and the main ideas of
each paragraph with the students. “Have you finished? Now, let’s discuss together”
2. Teacher asks students whether there is any difficulty in today’s lesson.
“Is there any difficulty in today’s lesson?” Have you understood the material well?
3. Teacher gives conclusion and feedback about the material today.
“Well today we have learned about the social function, generic structure and language feature of hortatory exposition text and
paraphrase. For the next meeting we will have another example of hortatory exposition text.”
3. Closing 5 minutes à Teacher closes the meeting.
“OK. I think that’s all for today. Thanks for your attention. Good bye.”
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