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Appendix 7
Task 6 Make an explanation text based on the picture given. You can use the list of
vocabulary provided to help you compose the text. Work individually.
Human Digestive System Mouth
Bite
Chew Break the food down
Salivary enzymes
Swallow Tongue
Esophagus
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Throat Peristalsis
Enter Stomach
Churn Mechanical digestion
Mix Stomach acid
Chyme Chemical digestion
Enter Duodenum
Jejanum Illeum
Break down
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Pass Large intestine
Bacteria
Store Rectum
Excrete Anus
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LESSON PLAN 2 School
: SMA Negeri 2 Sleman
Subject : English
GradeSemester : XII Twelve 1
Text Type : Explanation
Skill : Writing
Time Allocation : 3 x 40 minutes
A. Standard of Competence
6. To express meanings in short functional and essay in the genres of narrative, explanation, and discussion in daily life context.
B. Basic Competence
6.2. To express meaning rhetoric steps in essay by using various written language accurately, fluently, and appropriately in the context of daily life
in the genre of explanation text.
C. Indicators
1. The students are able to identify the generic structures and language features of an explanation text.
2. The students are able to use simple present tense and passive voice. 3. The students are able to arrange jumbled paragraphs of an explanation
text. 4. The students are able to write an explanation text based on the series of
pictures.
D. Learning Objective
At the end of the lesson, the students are expected to be able to write a simple short essay in the form of an explanation text accurately, fluently and
appropriately.
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E. Learning Materials
See on Appendix
F. Teaching Method
Genre- Based Teaching BKOF- MOT- JCOT- ICOT
G. Teaching and Learning activities
1. Opening Activities
• The teacher greets the students. • The teacher encourages the students to pray.
• The teacher checks student attendance. • The teacher checks students’ readiness.
• Then, teacher states the topic of what students will learn today.
2. Main Activities
Steps Activities
Materials a.
Building Knowledge of
the Field BKOF
b. Modelling of
the Text MOT
1. The teacher gives a picture related to the materials.
2. The teacher gives some questions related to the
materials. 3. The teacher gives an
explanation text to introduce social purposes of the text.
1. The teacher gives an example of an explanation text and
identifies the generic structures of the explanation
text given together with the students.
2. The teacher reviews the material about the generic
structures of explanation text and explain common
grammatical patterns language features in
explanation texts.
3. The students identify the
Appendix 1 Appendix 1
Appendix 2
Appendix 2
Appendix 3
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c. Joint
Construction of the Text
JCOT
d. Independent
Construction of the Text
ICOT generic structures of the
following explanation text in pairs.
1. The students choose true or false in every sentences.
2. The students practice about simple present tense and
passive voice in pairs. 3. The students complete the gap
paragraphs of explanation text in pairs.
4. The students identify the language features of the
explanation text in pairs. 5. The students make 5
sentences based on the pictures given.
1. The teacher gives a series of picture of explanation text
with combination of rubric that consists of vocabulary
list.
2. The students are asked to write an explanation text
based on the series of pictures given by the teacher.
Appendix 2
Appendix 4 Appendix 5
Appendix 6
Appendix 6
Appendix 7
Appendix 8
Appendix 8
H. References
• http:www.thebutterflysite.comlife-cycle.shtml • http:www.orkin.comothermosquitoesmosquito-life-cycle
• http:instruct.neric.orgfrogsmetamorphosis.htm
I. Media
• Laptop • LCD Projector
• Some explanation texts • Series of pictures about explanation text
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J. Assessment
• Technique : Written test
• Form : Students’ writing
K. Assessment Rubric
Aspects Level
Score Criteria
Content Excellent to
very good 5
Knowledgeable, substantive, through development of thesis, relevant to assigned
topic
Good to average
4 Some knowledge of subject, adequate range,
limited development of thesis, mostly relevant to topic but lacks detail
Fair to poor 3
Limited knowledge of the subject, little substance, inadequate development of topic
Very poor 2
Does not show knowledge of subject, non- substantive, not enough to evaluate
Organization Excellent to
very good 5
Fluent expression, ideas clearly stated supported, well organized, logical
sequencing, cohesive
Good to average
4 Loosely organized, limited support, logical
but incomplete sequencing Fair to poor
3 Non- fluent, ideas confused or disconnected,
lacks logical development and sequencing Very poor
2 Does not communicate, no organization, not
enough to evaluate Vocabulary
Excellent to very good
5 Sophisticated range, effective word usage,
word from mastery Good
to average
4 Adequate range, occasional errors of word
usage but meaning not obscured Fair to poor
3 Limited range, frequent errors of word usage,
meaning confused Very poor
2 Essentially translation, little knowledge of
English Language use
Excellent to 5 Effective constructions, few errors of
agreement, tense, number, word order,
