65
•
While your student are reading the text, correct hisher wrong pronunciation
b.
The 2
nd
teaching strategy:
Text Labeling
• The answer
Orientation
Three weeks ago, on May 22, I went to Singapore for a five-day- shopping trip. I took a morning on SQ 325 at 8:30 a.m. It was my third
time to Singapore, and I thought it would be a great holiday for me. Yet, it didn’t happen.
Events: a.
I arrived in Singapore at 10 a.m. My uncle picked her up at the Changi Airport. The weather was very hot there. The temperature ran
up to as high as 35˚C. Due to the hot weather, I fell sick. b.
I then had to go to the doctor. I had to take some medicine and drink lots of water. I also had to take a rest for five days.
Re-orientation:
I then came back to Jakarta on May 27, without buying anything. I felt sad when my friends asked for souvenirs from my trip. It was the
worst holiday I ever had.
c. The 3
rd
teaching strategy: Retelling
• Ask your students to read Bill’s Rivera diary. • After reading the text, ask your students to retell the story with their
own words.
d. The 4
th
teaching strategy: Checking Comprehension
• Ask your students to work with their partner • Then, ask them to make up some questions. One student is the person
who makes the question and hisher partner answers the questions.
3. REFLECTION
The teaching strategy: Discussion
66 • Ask the students to make a group of 5 students. Then, discuss about some
questions. • After finishing the discussion, you can ask some representatives of the
groups to present their result of discussion.
4. ACTION The teaching strategy: Writing
Ask your students to work individually for making recount text with the topic their truly diary.
5. EVALUATION a. The 1st teaching strategy: Evaluating
• Ask the students to exchange their work and ask some feedback about
their composition from their friends.
b. The 2
nd
teaching strategy: Student-self Evaluation
• Ask the students to do self-evaluation by answering some questions about what points that they get from the lesson, the difficulties and some new
vocabulary that they have learnt.
67
UNIT 4 Advertisement
Selling Products and Services
Basic Competences Reading:
To respond meaning in formal and informal short functional advertisement written text, accurately and acceptably in daily life context and to access knowledge.
Writing: To express meaning in formal and informal short functional advertisement written text,
accurately and acceptably in daily life context and to access knowledge. Indicators: At the end of the lesson, the students are able to:
a. Identify the theme of the lesson
b. Predict the topic of the lesson from the pictures
c. Identify advertisement in their daily lives
d. Analyze the topic advertisement
e. Read the text with the correct pronunciation
f. Answer questions based on the text
g. Discuss about the use of advertisement in daily lives
h. Produce written advertisement
i. Evaluate their friends’ advertisement
1. CONTEXT OF LEARNING
The teaching strategy: Activating Background Knowledge • Ask your students to look a picture public telephone
• Ask the students some questions about it Where they can find those
pictures? What they think about those two pictures? Etc. • Ask them to guess the topic that they want to discuss
2. EXPERIENCE
a.
The 1
st
teaching strategy:
Independent Reading
•
Ask the students to read two advertisement texts
