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e. Each group writes the story in a large paper. When they have written the story completely, they stick their paper on the wall.
f. Other groups walk around the class to learn the other groups’ stories.
c Post Activities Stage 4
After summarizing the lesson, in the last step, students write their own stories without teacher’s help.
For example: a. Students choose 4 other pictures to form the list of pictures that they have
discussed in the previous stage. Be sure that the students do not choose the same pictures as their group have chosen.
b. Individually, Students write stories narrative texts based on the pictures they have chosen.
c. The teacher should give corrections for both products oral and written that have been produced by students.
6. Preparing the assessment
Assessment is a method of evaluating student performance and attainment, Microsoft® Encarta® 2009. This stage focuses on ensuring that your students have
arrived at their intended destination and has been formulated as the indicators for competency achievement. For this, you will need to gather some evidence that they
have done. You usually can do by gathering students work and assessing this work using some kind of grading rubric that is based on the indicators. You could also give
test to the students on various domains as well.
Here are what we have to assess : - Communication that happens in texts
- Students’ ability to create and respond to texts - In listening, speaking, reading, and writing
The texts that we may use : Spoken :
- Informational texts -Transactional and interpersonal dialogues
- Monologues in the target genres Written :
- Informational texts - Essays in the target genres
Test items should not measure the students’ knowledge on the rules of the language. Instead they should be focus on meanings.
The meanings tested are :
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- Ideational meaning isi berita - Interpersonal meaning tujuan text, tindak tutur
-Textual meaning termasuk punctuation - Logical meaning hubungan logis antar gagasan
7. An Example of a Lesson Plan
Eng ish Ve rsio n
:
SMP MTs : ….
Sub je c t
: Eng lish la ng ua g e
C lass Se m e ste r
: VII Se ve n 1
Te xt ty pe s : Tra nsa c tio na l Inte rp e rso na l
The m e
: Pe rso na l Life
Skill
: Liste ning
Tim e allo tm e nt : 2 x 40 minute s
C o m pe te nc y Standard : 1. To und e rsta nd the me a ning o f tra nsa c tio na l
a nd inte rp e rso na l d ia lo g ue s to inte ra c t with the c lo se st e nviro unme nt.
Basic C o m pe te nc ie s :
1.1. To re sp o nse the me a ning in the tra nsa c tio na l to g e t thing s d o ne a nd inte rp e rso na l d ia lo g ue whic h is use d in the simp le
o ra l c o mmunic a tio n a c c ura te ly, flue ntly, und e rsta nd a b le to inte ra c t with the c lo se st e nviro unme nt tha t invo lve s: g re e ting p e o p le frie nd s, se lf
intro d uc tio n, o the rs, o rd e ring a nd fo rb id d ing so me b o d y.to a sk a nd to fo rb id .
G re e ting stra ng e rs fa milia r p e o p le Intro d uc ing se lve s a nd o the r p e o p le
O rd e ring fo rb id d ing Indic ato rs fo r Ac hie ve m e nt :
The stud e nts a re a b le to : a .
re sp o nse the e xp re ssio n o f he llo fro m the stra ng e rs b .
re sp o nse the e xp re ssio n o f se lf intro d uc tio n. c .
re sp o nse the e xp re ssio ns o f o the r p e o p le ’ s intro d uc tio ns. d .
re sp o nse the c o mme nt e xp re ssio n. e .
re sp o nse fo rb id e xp re ssio n. f.
re sp o nse the e xp re ssio n o f he llo fro m the fa milia r p e o p le
Purp o se :
Thro ug h mo d e lling a nd inte ra c tive a c tivitie s, stud e nts c a n c o nd uc t simp le c o mmunic a tio n in the tra nsa c tio na l a nd inte rp e rso na l d ia lo g ue s.
Le arning Mate rials: Dia lo g ue s tha t use s the fo llo wing e xp re ssio ns :
1. A : G o o d m o rning . Ho w a re yo u ? B : G o o d m o rning . Fine tha nk yo u.
2. A : He llo , I’ m Nina . Nic e to m e e t yo u
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B : He llo , I’ m Re nny. Nic e to m e e t yo u, to o 3. A : Do n’ t d o tha t
B : No , I w o n’ t. Do n’ t w o rry 4. A : Sto p it
B : O k Vo c a b ula rie s re la te d to te xt-typ e a nd the me
e .g :
na m e , live , a d d re ss, e tc .
Ve rb s : live , m e e t, d o , sto p , ha ve To b e : is, a m, a re
Pe rso na l Pro no uns : I, yo u, w e , the y, he , she , it Sta nd a rd e xp re ssio n :
- G o o d m o rning - Do n’ t w o rry
- Tha nks - Nic e to m e e t yo u
- O K - Ho w a re yo u ?
Te ac hing m e tho d Strate g y : Thre e - p hase te c hniq ue
A . Pre - a c tivitie s
-
Q ue stio n a nd a nswe r a b o ut thing s re la te d to stud e nts’ life
-
Stud e nts a nswe r the q ue stio ns o f p e rso nna l id e ntity
B. Whilst a c tivitie s
1. To d isc uss ne w vo c a b ula ry o f the te xts
2. To liste n so me se nte nc e s o f te a c he rs mo d e ls
3. To g ue ss the me a ning a nd func tio n o f se nte nc e s p ro d uc e d b y te a c he rs
4. To immita te so me se nte nc e s o f te a c he rs’ p o rno unc ia tio n
5. To liste n to the d ia lo g ue o f intro d uc tio ns
6. To a nswe r the q ue stio n o f the c o nte nt o f the d ia lo g ue .
7. To re sp o nse to the e xp re ssio ns o f g re e ting , intro d uc tio n, c o mma nd , a nd
p ro hib itio n. 8.
To a c t o ut the te a c he r’ s c o mma nd s.
C . Po st- a c tivitie s
1. To a sk the stud e nts’ d iffic ultie s in le a rning a c tivitie s. 2. To summa rize the le a rning ma te ria ls.
3. To g ive stud e nts so me ta sks o f using e xp re ssio ns in the re a l situa tio n
Le arning Re so urc e s
-
The re le va nt te xt b o o k : ... title , a utho r, p ub lishe r, ye a r, p a g e
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Sc rip t o f d ia lo g ue s o r d ia lo g ue re c o rd ing
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The re le va nt p ic ture s
