B. Practice
Task1. Write each room in a house and mention all things inside.
Task2. Look at the house picture below and try to answer the questions with correct sentences.
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C. Production
Task3. Look at the bedroom and living room. Try to describe all things you see in correct sentences.
Task4. Make a short paragraph about your house at least 10 sentences.
F. Method
PPP presentation, practice, production
G. Learning Activities
No Activities Time
1 Pre-activity
• The teacher greets the students and says a prayer.
• The teacher checks students’ attendance.
• The teacher checks students’ preparedness.
10’
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• The teacher mentions the learning objective.
2 Whilst-activity Main Activities
Presentation
• Students answer the teacher’s questions.
9 “Do you ever describe something?”
9 “Do you know about descriptive text?”
9 “Do you know about the generic structure?”
9 “Do you know about mind map?”
• Students are provided a model of a descriptive text with the mind
mapping entitled “My house”. •
Students listen to an explanation about the descriptive text with the mind mapping.
• Students listen to an explanation of the generic structure of the
descriptive text including social purpose and language features.
Practice
•
Students are asked to work in pairs to do Task1; to write down each room in a house and things inside.
•
Students are asked to work in pairs to do Task2; to write sentences based on some questions about house description.
Production
•
Students are asked to work in pairs to do Task3; to describe and to write all things in the bedroom and living rooms with correct
sentences.
•
Students individually are asked to do Task4; to describe things in their own house in a short paragraph with correct sentences.
60’
3 Post-activity
• Students submit their final compositions.
• Students listen to a brief review of the generic structure of a
10’
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descriptive text. •
Students are explained about the activities in the next meeting. •
The teacher says thank you and ends the lesson
H. pictures, mind mapping I. Sources
Priyana, J., Irjayanti, A. R., dan Renitasari, V. 2008. Scaffolding English for Junior High School Students Grade VIII. Jakarta : Pusat Perbukuan, Departemen
Pendidikan Nasional. Buzan,T. 2011. Mind maps for kids. Jakarta : PT Gramedia Pustaka Utama.
http:www.mostphotos.com455650children-s-bedroom http:aimanstudio.deviantart.comartCMBG-Living-Room-1-45314574
J. Assessment 1. Form
: writing a sentence of Descriptive text 2. Rubric
: writing rubric adapted from Jacob’s et al’s scoring profile in Weigle 2002:116
3. Scoring : Students’ score
Sleman,______________ English Teacher
Researcher
__________________ ___________________
LESSON PLAN
School : Junior High School
Subject : English
GradeSemester : VII 2
Skill :
Writing Time allocation
: 2 x 40 minutes
A. Standards of Competence
12. Expressing meanings of written functional texts and short simple
essays in the form of descriptive texts to interact with the closest environment.
B. Basic Competence
12.2 Expressing the meaning and rhetorical steps of short simple essays using various written language accurately, fluently and acceptable to
interact with the closest environment in the form of descriptive texts.
C. Indicators
1. Students are expected to able to express the meaning and rhetorical steps
in the form of descriptive text. 2.
Students are expected to be able to identify the generic structure of descriptive text.
3. Students are expected to be able to identify the use of auxiliary correctly.
4. Students are expected to be able to write sentences about descriptive text
through a mind map.
D. Objective
At the end of the lesson, the students are expected to be able to write a simple descriptive text communicatively, accurately, and appropriately.
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