Find someone who can dance. Find someone who can ride.
Find someone who can laugh. Find someone who can cry.
Find someone who can swim. Find someone who can study.
Find someone who can fight. Find someone who can clean.
Find someone who can catch. Find someone who can throw.
Find someone who can draw. Find someone who can wait.
Find someone who can climb. Find someone who can count.
Situation 1 You ask your friend if she can attend your party or not.
Kamu bertanya pada temanmu apakah dia bisa datang ke pestamu atau tidak.
Your friend tells you that she can come to your party. Temanmu memberitahumu bahwa ia bisa datang.
You ask your friend again if she can sing. Kamu bertanya pada temanmu lagi apakah dia bisa bernyanyi
Your friend can’t sing but she can dance.
temanmu tidak bisa menyanyi tapi bisa menari. You ask your friend to dance at your party.
kamu bertanya pada temanmu dapatkah dia menari di pestamu Your friend can dance at your party.
temanmu dapat menari di pestamu.
TASK 3
Instruction: You get a situation card. Make a dialogue based on it. Do a conversation in pairs
.
Situation 2 You ask your friend if he can play football.
kamu bertanya pada temanmu apakah dia bisa bermain sepakbola Your friend can play football.
temanmu dapat bermain sepakbola. You ask your friend if he can play football with you.
kamu bertanya pada temanmu bisakah dia bermain sepakbola denganmu.
Your friend can play football with you and he asks you to pick him up. temanmu bisa bermain sepakbola denganmu besok dan dia bertanya
padamu bisakah kamu menjemputnya. You say sorry because you can’t pick him up but Doni can pick him up.
kamu meminta maaf karena tidak bisa menjemput temanmu tapi Doni bisa menjemputnya
H. Assessment
1. Spiritual Attitude Competence
a. Assessment Techniques
: Observation and self-assessment b.
Instrument Form : Observation sheet and self-assessment sheet
c. Lattice
:
No. Grain of
Value Indicators
Grain of the Instrument
1. Be Grateful
Eager to carry out any activities in learning English.
1 Be serious on doing every activity in
learning English. 1
Total 2
2. Social Attitude Competence
a. Assessment Techniques
: Observation and self-assessment b.
Instrument Form : Observation sheet and self-assessment sheet
c. Lattice
:
No. Grain of
Value Indicators
Grain of the Instrument
1. Honest
Not being a plagiarism 1
Express the feeling for what it is 1
2. Discipline
Do and submit the tasks on time 1
3. Confident
Argue or do activities without hesitation 1
4. Responsible
Dare to argue, ask or answer questions 1
Do and submit the task on time 1
Total 6
3. Knowledge Competence
a. Assessment Techniques : Speaking skills test
b. Instrument form
: Oral test the ability on asking and answering questions
c. Lattice
:
No. Indicators
Number of items
1. Cards which contain questions and answers were
given for the students randomly. The students conduct an interview with their friends to fiind the suitable
partner based on the card they got. 1
Total 1
4. Skills
a. Assessment Techniques : Performance
b. Instrument Form
: Situation Cards Speaking skills test, and scoring rubric
c. Lattice
: 1
Practice test
No. Indicators
Number of items
1. The situation cards were given for the students. There
were two different situation cards. By using the card, the students should make a dialogue containing the
expressions of stating and asking the ability with a smooth, coherent, and acceptable in pairs.
2
2 Scoring rubric
ASPECTS SCORE
1 2
3 4
5 PRONUNCIATION No
attempt Most
utterances contain
Many errors
that Frequent
errors that confuse
Comprehensible , generally
correct. Phonetically
correct. Almost error-
ASPECTS SCORE
1 2
3 4
5 errors.
Many utterances
are incomprehen
sible. Little
communicati on.
interfere with
compreh ensibility
. listeners
and require guessing at
meaning. Occasional
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.
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
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.
ASPECTS SCORE
1 2
3 4
5 ication
difficult.
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 stating and asking about a ability, b
willingness to do something.
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
Eager to carry out any activities in learning English.
1.1.2 Serious to carry out any
activities in learning English.
2. 2.2
Indicates the honest behavior, discipline, confidence, and
responsibility for implementing a transactional communication with
teachers and friends. 2.2.1 Not being a plagiarism.
2.2.2 Expressing a feeling for what it is.
2.2.3 Working collecting duties in accordance with the specified
time. 2.1.4 Argue or do activities without
hesitation. 2.1.5 Dare to present in front of the
class. 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 2.1.6 Dare to argue, ask or answer
questions. 3.
3.2. Applying text structure and linguistic elements to carry out social functions
of stating and asking about the ability and willingness to perform an action,
according to the context of use. 3.2.1 The students identify the
expression of stating and asking the ability.
3.2.2 The students identify the expression of stating and
asking the willingness. 4.
4.2 Develop the oral and written text to
state and inquire about the ability and willingness to perform an action,
taking into account the social function, the structure of the text, and
the correct linguistic elements and in context.
4.2.1. Develop a spoken text to express and inquire about the
capabilities. 4.2.2. Develop a spoken text to
express and inquire about willingness.
4.2.3. Doing conversations involving the expressions of stating and
asking about ability. 4.2.4. Doing conversations involving
the expressions of stating and asking about ability.
C. Learning Objectives
The students are able to: 1.1.1.1
1.1.2.1 2.2.1.1
2.2.2.1 2.2.3.1
2.1.4.1 2.1.5.1
2.1.6.1 3.2.1.1
3.2.2.1 4.2.1.1
4.2.2.1 4.2.3.1
4.2.4.1 Eager to carry out any activities in learning English;
Serious to carry out any activities in learning English; Not being a plagiarist;
Expressing a feeling for what it is; Work collect duties in accordance with the specified time;
Argue or do activities without hesitation; Dare to present in front of the class;
Dare to argue, ask or answer questions; Identify the expression of stating and asking the ability;
Identify the expression of stating and asking the willingness; Develop a spoken text to express and inquire about the ability;
Develop a spoken text to express and inquire about the willingness; Do conversations involving the expressions of stating and asking about ability;
Do conversations involving the expressions of stating and asking about willingness.
D. Learning Materials
1. The social function of the expression:
a. Stating and asking about ability.
b. Stating and asking about willingness.
2. Linguistic Elements
a. The auxiliary verb: can, will.
b. Vocabulary related to the activities and everyday actions at home, classroom,
school, and community. 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 expression of stating and
asking about the ability and willingness, namely:
a. Stating and asking about ability
- Can you play the guitar? Yes, I can.
- I’m sorry I can’t answer the question.
- My uncle can run very fast.
The structure of the conversation: A
: Greeting B
: Greeting A
: Asking how B’s condition B
: Answering A
: Asking one’s ability B
: Answering A
: Pre-closing B
: Closing A
: Farewell B
: Farewell Example:
Behind a tree near the field at school Ari
: Hi, Beni. Beni
: Hi Ari. Ari
: Whooaaaa the weather is nice.
Beni : Yes, you’re right. It’s sunny today.
Ari : In this nice weather, it is good for playing football. I like playing
football. Beni
: Absolutely. We can do anything we want today. Ari
: Can you play football, Beni? Beni
: Yes, Of course I can. Ari
: That’s good. Would you like to play football together this afternoon? Beni
: It’s a good idea. Okay. Ari
: Great. I’ll pick you up at 4 p.m. See you. Beni
: Okay. See you. b.
Stating and asking about willingness -
I promise I will come to your birthday party. -
Yes, sure, she will return the book soon. -
She will not take the train. The structure of the conversation
A : Greeting
B : Greeting
A : Asking how B’s condition
B : Answering
A : Asking one’s willingness
B : Answering
A : Pre-closing
B : Closing
A : Farewell
B : Farewell
Example: Early in the morning, at Tia’s class.
Tia : Good morning, Nita
Nita : Good morning, Tia
Tia : How are you today?
Nita : I’m good. Thank you.
Tia : Tia, do you know that there is a farewell party tonight?
Nita : Yes, I know. The committee is preparing the party now.
Tia : Yeah. They seem very busy. Are you free tonight, Tia?
Nita : At what time?
Tia : Around 7 p.m.
