should make a dialogue containing the expressions of stating and asking the ability and willingness with a smooth,
coherent, and acceptable in pairs.
2 Scoring rubric
ASPECTS SCORE
1 2
3 4
5 PRONUNCIATION No
attempt Most
utterances contain
errors. Many
utterances are
incomprehen sible.
Little communicati
on. Many
errors that
interfere with
compreh ensibility
. Frequent
errors that confuse
listeners and require
guessing at meaning.
Comprehensible , generally
correct. Occasional
error. Phonetically
correct. Almost error-
free. Awareness of
accent. Genuine
effort to sound like
native speaker.
SYNTAX GRAMMAR
No attempt
or repeats
cue. Most
structures incorrect.
Constant use of infinitive;
no conjugation.
Listener understands
only because past
experience. Many
errors agreeme
nt, verb forms.
Errors impede
communi cation.
Frequent errors.
Selfcorrect s on some.
Two or fewer syntax errors.
Minor errors that do not
impede communication.
No grammatical
errors. Speaker self-
corrects without
hesitation.
FLUENCY No
attempt. May
repeat cue.
Constant searching for
vocabulary, verb tense.
Dies not complete
utterances. Frequent
hesitatio ns,
searches for
words. Overly
translates questions
before response.
Repeat question
word before
response. Eventuall
y responds.
Halting, hesitating.
Visibly translating
before responding
. Can
rephrase and
respond. Occasional
hesitation, searching for
words. Speaker can
self-correct and respond to cues.
Smooth flow. Quick,
continuous flow.
Natural pauses.
ASPECTS SCORE
1 2
3 4
5 VOCABULARY
No attempt.
Totally irrelevan
t answer. Does not
complete responses.
Responses one or two
words in length.
Vocabulary repeated.
Inadequa te
vocabula ry or
incorrect use of
lexical items.
Commun ication
difficult. Vocabular
y is just adequate to
respond. No attempt
to vary expression
s. Basic.
Good, appropriate
vocabulary. Generally good
response. Very good;
wide range. Uses
appropriate and new
words and expressions.
Interesting response.
3 Assessment guidelines
No Name
Aspects being scored 1-5 Total
score Pronunciation
Grammar Fluency
Vocabulary
Total mark : Total score x 5
Maximum score : 20 x 5 = 100
September 2014 English Teacher
Researcher
Shomadhun, S.Pd Olga Azwita Tiarawati
NIP. 19610909 198503 1 0 15 NIM. 10202241026
LESSON PLAN
School : SMP N 2 Sanden
Subject : English
Class Semester : VIIIOne
Main Material : Oral and written text for a giving instruction, b inviting, c
prohibiting, d asking for permission, and its response.
Time Allocation : 1 Meeting 80 minutes
A. Core Competence
B. Basic Competence and Indicators
No. Basic Competence
Indicators 1.
1.1 Be grateful to God for the chance
to learn English as an international language of
communication that is embodied in the spirit of learning.
1.1.1 Be eager to carry out any
activities in learning English. 1.1.2
Be serious to carry out any activities in learning English.
2. 2.1
Indicates the well mannered attitude, caring, and confidence,
in implementing an interpersonal communication with teachers and
friends. 2.1.1 Using the expressions of giving
instruction, inviting, prohibiting, and asking for permission with its
response with confidence. 2.1.2 Using the formal and well
mannered expressions to the teacher.
2.1.3 Answering or explaining the friends’ questions if they do not
understand the context or CC 1 : Respect and appreciate the teachings of their religion.
CC 2 : Respect and appreciate the honest behavior, discipline, responsibility, caring tolerance, mutual cooperation, polite, confident, in interacting effectively
with the natural social environment within the reach of the association and its existence
.
CC 3 : Understand and apply knowledge factual, conceptual, and procedural based on his curiosity about science, technology, arts, culture and related to
phenomena and incidence of eye looks. CC 4 : Trying, processing, and presenting, in the realm of concrete using, parse,
compose, modify, and create and the realm of the abstract writing, reading, counting, drawing, and arranging according to what they have learned in
school and other sources in the same viewpoints theories.
No. Basic Competence
Indicators materials of the expressions of
giving instruction, inviting, prohibiting, and asking for
permission.
2.1.4 Responding the expressions of giving instruction, inviting,
prohibiting, and asking for permission.
3. 3.3 Applying text structure and
linguistic elements to carry out social functions of giving
instruction, inviting, prohibiting, and asking for permission,
according to the context of use. 3.3.1 The students identify the
expressions of giving instruction, inviting, prohibiting and asking
for permission and its response. 3.3.2 The students find the expressions
of giving instruction, inviting, prohibiting and asking permission
and its response. 4.
4.2 Develop the oral and written text
to state, inquire, and respond about the expressions of giving
instruction, inviting, prohibiting, and asking for permission by
taking into account the social function, the structure of the text,
and the correct linguistic elements and in context.
4.3.1. Develop a spoken text for giving instruction, inviting, prohibiting,
and asking for permission and its response.
4.3.2. Doing conversations involving the expressions of giving instruction,
inviting, prohibiting, and asking for permission and its response.
C. Learning Objectives
The students are able to: 1.1.1.1
1.1.2.1 2.1.1.1
2.1.2.1 2.1.3.1
2.1.4.1 3.3.1.1
3.3.2.1 4.3.1.1
Eager to carry out any activities in learning English; Serious to carry out any activities in learning English;
Use the expressions of giving instruction, inviting, prohibiting, and asking for permission and its response with confidence;
Use the formal and well mannered expressions with the teacher; Answer or explain herhis friends’ questions that they do not understand with the
context or materials of the expressions of giving instruction, inviting, prohibiting, and asking for permission and its response ;
Respond the expressions of giving instruction, inviting, prohibiting, and asking for permission by using English;
Identify the expressions of giving instruction, inviting, prohibiting, and asking for permission and its response;
Find the expressions of giving instruction, inviting, prohibiting, and asking for permission and its response;
Develop a spoken text of the expressions of giving instruction, inviting, prohibiting, and asking for permission and its response
4.3.2.1 Do conversations involving the expressions of giving instruction, inviting,
prohibiting, and asking for permission and its response.
D. Learning Materials
1. The social function of the expression:
a. Giving instruction.
b. Inviting
c. Prohibiting
d. Asking for permission
2. Linguistic Elements
a. The vocabulary: please, okay, certainly, sure, sorry, let’s.
b. Grammar: positive imperative sentences, negative imperative sentences and
modal verb may. c.
The use of singular and plural with or without a, the, this, those, my, their, etc appropriately in a noun phrase.
d. Pronunciation, word stress, and intonation.
e. Spelling and punctuation.
3. The structure of the conversation text using the expressions of giving
instruction, inviting, and its response, namely:
a. Giving instruction
- Come in, please
- Thank you.
- Put the book on the table, please.
- Yes, sure.
The structure of the conversation: A
: Greeting B
: Greeting A
: Asking how B’s condition B
: Answering A
: Giving instruction B
: Answering A
: Pre-closing B
: Closing
A : Farewell
B : Farewell
Example: At Doni’s home
Galih : Hi, Doni. Doni
: Hi, Galih. Galih : How are you today? You look so pale.
Doni : Yeaah, I’m not feeling well. I think I catch a cold.
Galih : Go see the doctor You better to go soon. Doni
: I would like to, but no one can accompany me. Galih : I’m free now. I can accompany you.
Doni : Thank you. How nice you are. Bbbrrrr. I’m trembling. Lend me your
jacket, please. Galih : Here you are. You should be prepared now. I have to go home and get
my motorcycle. Doni
: Okay. I’ll see you soon. Galih : See you.
b. Inviting
- Let’s go
- Okay.
- Come with me.
- Sorry, I’m busy.
The structure of the conversation: A
: Greeting B
: Greeting A
: Asking how B’s condition B
: Answering A
: Inviting someone B
: Answering A
: Pre-closing B
: Closing A
: Farewell B
: Farewell Example:
At the school’s gate. Dyah : Afternoon, Dita.
Dita
: Afternoon, Dyah.