RPP SMK XI.docx
LESSON PLAN (Rencana Pelaksanaan Pembelajaran)
School : SMK Mutiara Bangsa 3 Subject : English Grade / Semester : XI / 3 Time allotment : 4 x 45 minutes Meeting : 1, 2, 3, 4 Standard of Competency : Communicating English at Elementary Level Basic Competency : 2.1 Comprehend a simple daily conversation in professional and personal context with non-native speaker.
Indicators : Yes/No question in daily activity context is expressed and answered correctly Question tag in daily activity context is expressed and answered correctly Question Words in daily activity context is expressed and answered correctly
A. Learning Objectives
By the end of the course, the students will be able to:
1. Express and respond the expressions about hobbies and interests
2. Express and respond Yes/No Questions daily activity context
3. Express and respond Question tags daily activity context
4. Compose Yes/No Questions and Question tags correctly
B. Teaching Materials 1. yes-no question Examples:
Are you a student? Yes, I am/ No, I am not. Do you like fishing?
Yes, I do/ No, I don’t
Has she closed the door?
Yes, she has/ No, she has not
2. Question tags Examples:
We come late, don’t we? Toni isn’t a student, is she? I’m beautiful, aren’t I? Close the window, will you? Let’s go to the movie, shall we? There is a man over there, isn’t there? Someone went to Bali yesterday, didn’t they
3. Expressions how to ask about hobbies and interests
Do you have any hobbies? What is your hobby? What do you like to do in your spare time? Do you like your hobbies very much? Expressions how to say about hobbies and interests I like……. (gardening, swimming, cooking, etc) I’m interested in……(gardening, swimming, cooking, etc)
C. Methods of Instruction
Contextual Teaching and Learning (CTL) consists of Inquiry, Questioning, Constructivism, Learning Community, Authentic Assesment, Modelling and Reflection.
D. Teaching Scenario
1. Meeting 1
a. Pre-teaching: 1) Salutation 2) Checking student’s attendance 3) Apperception
Reviewing the previous study Stating the topic and objective of the meeting 4) Orientation 5) Motivation
b. Whilst-teaching: 1) Exploration
a) Students are requested to read a dialogue about hobbies and interests
b) Students are introduced to words and expressions used to talk about hobbies and interests c) Students identify the use of ‘yes/no question’ in the dialogue
d) Students are introduced to construct ‘yes/no question’ using ‘be’ (is, am, are, was, and were). 2) Elaboration
a) Students are directed to construct a dialogue talking about hobbies and interests
b) Students work in pair to make the dialogue and it has to form ‘yes/no questions’ and its responses. 3) Confirmation
a) Students are requested to perform their dialogue in front of the class b) Teacher evaluates their performance, gives comment and correction.
c. Post-teaching 1) Teacher concludes the meeting 2) Teacher opens a question-answer session 3) Teacher gives some home works 4) Teacher gives a slight description about the subject matter for the next meeting
2. Meeting 2
a. Pre-teaching: 1) Salutation 2) Checking student’s attendance 3) Checking students’ home work 4) Apperception
Reviewing the previous study Stating the topic and objective of the meeting 5) Orientation 6) Motivation
b. Whilst-teaching 1) Exploration
a) Teacher asks some students using ‘yes/no question’ containing auxiliary verbs
b) Students are introduced to ‘yes/no question’ using auxiliary verbs (do, does,
did, can, will) c) Students are invited to make their own ‘yes/no question’ sentence.
2) Elaboration
a) Students are requested to construct a dialogue talking about hobbies and interests b) Students work in pair to make the dialogue and it has to form ‘yes/no questions’ and its responses. 3) Confirmation
a) Students are requested to perform their dialogue in front of the class b) Teacher evaluates their performance, gives comment and correction.
c. Post-teaching : 1) Teacher concludes the meeting 2) Teacher opens a question-answer session 3) Teacher gives a slight description about the subject matter for the next meeting
3. Meeting 3
a. Pre-teaching: 1) Salutation 2) Checking student’s attendance 3) Apperception
Reviewing the previous study Stating the topic and objective of the meeting 4) Orientation 5) Motivation
b. Whilst-teaching: 1) Exploration
a) Teacher makes an open question about daily activities using ‘question tags’
b) Students are introduced to ‘question tags’ structure
c) Teacher gives some examples of ‘question tags’ 2) Elaboration a) Students are requested to make their own ‘question tags’.
b) Students are invited to write their sentence on the white board
c) Students’ sentences are directly evaluated and corrected
d) Teacher gives a score to those who share their ideas to the class 3) Confirmation a) Students are requested to work in-group making a dialogue using question tags.
b) Students are invited to perform their dialogue in front of the class c) Teacher evaluates their performance, gives comment and correction.
c. Post-teaching : 1) Teacher concludes the meeting 2) Teacher opens a question-answer session 3) Teacher gives a slight description about the subject matter for the next meeting
4. Meeting 4
a. Pre-teaching: 1) Salutation 2) Checking student’s attendance 3) Apperception
Reviewing the previous study Stating the topic and objective of the meeting 4) Orientation 5) Motivation b. Whilst-teaching: 1) Exploration
a) Teacher makes an open question about school activities using ‘question tags’
b) Students are introduced to some exceptions in ‘question tags’
c) Teacher gives some examples of ‘question tags’ using the words anyone, someone, everyone, etc. 2) Elaboration a) Students are requested to make their own ‘question tags’.
b) Students are invited to write their sentence on the white board. 3) Confirmation a) Teacher invites other students to evaluate and giving correction.
b) Teacher gives a score to those who share their ideas to the class.
c. Post-teaching : 1) Teacher concludes the meeting 2) Teacher opens a question-answer session 3) Teacher gives a slight description about the subject matter for the next meeting
E. Required Books and Media 1. Media: board marker, white board.
2. Books: Effective Communication (Elementary Level) The Universe of English (book 2)
F. Evaluation Task 1: Change these sentences into yes/no question.
1. There is a restaurant nearby.
2. He was a mechanic in his own country.
3. Joe is always talking on the phone.
4. There are two large windows in the living room.
5. Students are permitted to take four courses.
6. They have locked the door.
7. All visitors have registered at the front desk.
8. She has some money.
9. The bathroom has a bathtub.
10. Everyone has a great time at the party.
10. Everyone has a great time at the party.
11. A package has arrived for Mr. Green.
12. Your teacher gives too much homework.
13. Marie runs two miles every day.
14. Sofia loves gardening very much.
15. It makes me very uncomfortable.
16. Grandparents love their grandchildren.
17. Infants usually take two naps a day.
18. He cooked the rice too long.
19. He studied for the English quiz.
20. Our friends visited her yesterday.
Task 2: Complete the following sentences with the right question tags!
3. She hasn't get a dog,..............................?
4. It isn't snowing,......................................?
5. Jenny was hoping to come,....................?
6. It's stop raining,......................................?
7. He'd better come on time,......................?
8. We've done this before,.........................?
9. You don't like football,..........................?
10. She won't be late,...................................?
11. Annie's French,......................................?
12. It was last week that we met,.................?
13. That's wrong,.........................................?
14. You'd never have thought it,..................?
15. The sun will be shining tomorrow,........?
16. He'd rather go home,..............................?
17. He can't sing,..........................................?
18. You should leave earlier,.......................?
19. I must stop,.............................................?
20. Let's start,...............................................?
Answer: Task 1
1. There is a restaurant nearby. Is there a restaurant nearby?
2. He was a mechanic in his own country. Was he a mechanic in his own country?
3. Joe is always talking on the phone. Is Joe always talking on the phone?
4. There are two large windows in the living room. Are there two large windows in the living room?
5. Students are permitted to take four courses. Are students permitted to take four courses?
6. They have locked the door. Have they locked the door?
7. All visitors have registered at the front desk. Have all visitors registered at the front desk?
8. She has some money. Has she some money?
9. The bathroom has a bathtub. Has the bathroom a bathtub?
10. Everyone has a great time at the party. Has everyone a great time at the party?
11. A package has arrived for Mr. Green. Has a package arrived for Mr. Green?
12. Your teacher gives too much homework. Does your teacher give too much homework?
13. Marie runs two miles every day. Does Marie run two miles every day?
14. Sofia loves gardening very much. Does Sofia love gardening?
15. It makes me very uncomfortable. Does it make me uncomfortable?
16. Grandparents love their grandchildren. Do grandparents love their grandchildren?
17. Infants usually take two naps a day. Do infants usually take two naps a day?
18. He cooked the rice too long. Did he cook the rice too long?
19. He studied for the English quiz. Did he study for the English quiz?
20. Our friends visited her yesterday. Did our friends visit her yesterday?
Task 2
1. don’t you 12. wasn’t it 2. hadn’t he 13. isn’t it 3. has she 14. wouldn’t you 4. is it
15. won’t it be 5. wasn’t she 16. wouldn’t he 6. is it
17. can he 7. hadn’t he 18. shouldn’t you 8. haven’t we 19. mustn’t I 9. do you 20. shall we
Scoring:
Correct answer is scored 2 Wrong answer is scored 1 Task I : 20 X 2 = 40 Task II: 20 X 2 = 40 Final Score = task 1 + task 2 = 10
8 Acknowledged by, Jakarta The Principal of SMK MUTIARA BANGSA TIGA English Teacher, Dani Ramdani ,S.Pd Givson Sihombing
LESSON PLAN (Rencana Pelaksanaan Pembelajaran)
School : SMK MUTIARA BANGSA TIGA Subject : English Grade / Semester : XI / 3 Time allotment : 4 x 45 minutes Meeting : 5, 6 Standard of Competency : Communicating English at Elementary Level Basic Competency : 2.1 Comprehend a simple daily conversation in professional and personal context with non-native speaker.
Indicators : ‘WH questions’ in daily activity context are expressed and answered correctly ‘WH questions’ are written correctly
A. Learning Objectives
By the end of the course, the students will be able to:
1. Express and respond the expressions about daily activities
2. Express and respond WH questions in professional and personal context
3. Compose questions using question words correctly
B. Teaching Materials WH Word Questions:
1. What
What is your telephone number? What time does she usually go to school? What did he buy last night? What kind of food do you like? What will you give for her birthday party?
2. Why
Why is he sad? Why were they late this morning? Why did the headmaster call him yesterday? Why will he sell the car? Why can’t they come here now?
3. When
When did Johnny return from Bali? When will your friends come here? When can you finish this? When does Sony usually play tennis?
4. Where
Where are the children hiding? Where does your father usually go on Monday? Where did you find this book yesterday? Where shall we go tonight? Where have they gone so far?
5. Who (menanyakan orang sebagai subyek)
Who came here two days ago? Who has broken this window? Who will takecare everything here tomorrow? Who is your boss now?
Who helps her do the job?
6. Whose (menanyakan milik)
Whose tool is this? Whose computer did you repair yesterday? Whose hand phone is on the table now?
Whose tent will they use for the camping next week? Whose wallet did the pickpocket take just now?
7. Whom (menanyakan orang sebagai obyek)
Whom does he call every morning? To whom will she send the letter? For whom did you buy the present? About whom are they talking now? With whom is Yuni there?
8. Which (yang mana)
Which car is yours? Which uniform did you wear last Tuesday? Which one is her bag? Which has he written? Which three books are hers?
9. How
How will he cut the big three? How far can you walk in an hour? How fast does this bus usually run? How often does she go swimming in a month? How much money will you need to renovate this house?
C. Methods of Instruction
1. Question and answer
2. Lecture
3. Role play
D. Teaching Scenario
1. Meeting 5
a. Pre-teaching: 1) Salutation 2) Checking student’s attendance 3) Apperception
Stating the topic of the meeting Enlighten objective of the meeting 4) Orientation 5) Motivation
b. Whilst-teaching : 1) Exploration
a) Using fasting month (bulan Ramadhan) as an example, the teacher asks the students to answer the following questions: What is fasting month (Ramadhan)?
When it is celebrated?
Why it is celebrated? How it is celebrated
b) Students are introduced to the construction of question using question words what, why, when, where, and how.
c) Students are directed to construct their own questions about fasting month. a) Students are requested to work in-group composing a dialogue about fasting month.
b) Students are invited to write their sentence on the white board. 3) Confirmation
a) Students are requested to perform their dialogue in front of the class b) Teacher evaluates their performance, gives comment and correction.
c. Post-teaching : 1) Teacher concludes the meeting 2) Teacher opens a question-answer session 3) Teacher gives a homework 4) Teacher gives a slight description about the subject matter for the next meeting
2. Meeting 6
a. Pre-teaching: 1) Salutation 2) Checking student’s attendance 3) Checking student’s homework 4) Apperception
Stating the topic of the meeting Stating the objective of the meeting 5) Orientation 6) Motivation
b. Whilst-teaching : 1) Exploration
a) Teacher delivers open questions using question words; who, whose, whom, which.
b) Students are introduced to the construction of question using question words who, whose, whom, and which. 2) Elaboration
a) Students are requested to make their own questions containing question words b) Some students are invited to deliver their questions orally to the other students.
c) Other students are requested to respond the questions correctly. 3) Confirmation a) Students are requested to write their sentences on the white board.
b) Teacher invites other students to evaluate the writing and give correction if any.
c. Post-teaching : 1) Teacher concludes the meeting 2) Teacher opens a question-answer session 3) Teacher gives a slight description about the subject matter for the next meeting
E. Required Books and Media 1. Media: board marker, white board.
2. Books: Effective Communication (Elementary Level) The Universe of English (book 2)
F. Evaluation Task 1: Make questions based on the underlined words that will be the answer! 1. He likes listening to the music.
2. I will congratulate her because she wins the contest.
3. This book is Anton’s.
4. They went to Surabaya with me last week.
Task 2: Translate into English!
1. Jam berapa biasanya mereka pergi ke sekolah?
2. Tas milik siapa ini?
3. Dengan siapa kamu akan pergi ke Surakarta besok?
4. Bagaimana dia memanjat dinding itu tadi malam?
5. Mengapa kemarin teman-temanmu datang kemari?
Homework: Make questions using question words below!
1. What
2. When
3. Why
4. Where
5. Who
6. Whose
7. For whom
8. To whom
9. With whom
10. How
Answer Task 1:
1. What does he like to do?
2. Why will you congratulate her?
3. Whose book is this?
4. With whom did they go to Surabaya last week?
5. How old is your grandmother?
Task 2:
1. What time do they usually go to school?
2. Whose bag is this?
3. With whom will you go to Surakarta tomorrow?
4. How did he climb that wall last night?
5. Why did your friends come here yesterday?
Scoring
Task I : 1 correct answer result 2 = 5 X 2 = 10 Task II: 1 correct answer result 4 = 5 X 4 = 20 Total 30 Final Score = task 1 + task 2 = 10
3 Jakarta, Acknowledged by, The Principal of SMK Mutiara Bangsa Tiga English Teacher, Dani Ramdani ,S.Pd Givson.sihombing
LESSON PLAN
(Rencana Pelaksanaan Pembelajaran)
School : SMK MUTIARA BANGSA TIGA Subject : English Grade / Semester : XI / 3 Time allotment : 6 x 45 minutes Meeting : 7, 8, 9 Standard of Competency : Communicating English at Elementary Level Basic Competency : 2.1 Comprehend a simple daily conversation in professional and personal context with non-native speaker.
Indicators : Express and respond to the various expressions of Guest Handling (at the hotel, restaurant, travel agency, etc.)
A. Learning Objectives
By the end of the course, the student will be able to: 1. Express and respond the expressions about Guest Handling.
2. Compose sentences containing gerund
3. Construct sentences using the word ‘too’ and ‘enough’
B. Teaching Materials
1. Guest handling
Can I help you? What can I do for you, Madam/Sir? Would you like me to…..?
Smoking is dangerous.
I’m sorry for coming late.
Are you interested in collecting stamps?
d. Gerund after preposition:
Alice’s favorite hobby is playing badminton.
c. Gerund as complement: Her job is sorting the mail.
Johnny enjoys travelling so much.
I don’t like fishing.
b. Gerund as objects
Riding motorcycle can be enjoyable.
a. Gerund as subjects
b. In a hotel
What seat do you like, the economy or executive? Gerund
Which ticket do you prefer, single or round trip?
What sort of ticket do you need?
a. In general
What would you like to order? I hope you enjoy the food.
c. In a restaurant We have special menu today.
I am sorry, the rooms are booked.
What sort of room do you need?
Welcome to our hotel.
d. In a travel agency
2. Constructions with ‘too’ and ‘enough’ The soup is too salty for me.
The hotel room is comfortable enough.
Note:
‘too’ (=terlalu) is used to show unsuitability/incapability ‘enough’ (=cukup/pas) is used to show suitability/capability
C. Methods of Instruction
Contextual Teaching and Learning (CTL) consists of Inquiry, Questioning, Constructivism, Learning Community, Authentic Assesment, Modelling and Reflection.
D. Teaching Scenario
1. Meeting 7
a. Pre-teaching: 1) Salutation 2) Checking student’s attendance 3) Apperception
Stating the topic of the meeting Stating the objective of the meeting 4) Orientation 5) Motivation
b. Whilst-teaching : 1) Exploration a) Students are asked to read a text containing dialogue about handling guests.
b) Students are introduced to words and expressions dealing with guest handling.
c) Teacher encourages students to identify the expressions of guests handling on the text. 2) Elaboration a) Teacher reads the dialogue between a guest and a waiter.
b) Students take a note about the guest’s order while listening to the teacher. 3) Confirmation a) Students are requested to work in pairs composing their own dialogue.
b) Students are invited to do role-play based on their own dialogue in front of the class c) Teacher observes and gives comment about their pronunciation and intonation.
c. Post-teaching : 1) Teacher concludes the meeting 2) Teacher opens a question-answer session 3) Teacher gives a slight description about the subject matter for the next meeting
2. Meeting 8
a. Pre-teaching: 1) Salutation 2) Checking student’s attendance 3) Apperception
Stating the topic of the meeting Stating the objective of the meeting 4) Orientation 5) Motivation
b. Whilst-teaching : 1) Exploration
a) Students are introduced to construction “ too + adj and adj + enough”
b) Teacher explains how to arrange sentences containing “too” and “enough” c) Teacher gives some examples of sentences containing “too” and “enough” 2) Elaboration
a) Students are introduced to the use of “too” and “enough” in either professional or personal context.
3. Meeting 9
b) Students are requested to identify the gerund in the sentences.
2. Books: The Universe of English (Book 2) Effective Communication (Elementary Level)
c. Post-teaching : 1) Teacher concludes the meeting 2) Teacher opens a question-answer session 3) Teacher gives a slight description about the subject matter for the next meeting
c) Teacher gives comment and correction about their writing.
b) Students are invited to write their sentence on the white board.
c) Teacher, then, invites students to conclude the function and position of gerund in the English sentences. 3) Confirmation a) Students compose their own sentences containing gerund.
d) Students are requested to identify the gerund in the sentences. 2) Elaboration a) Teacher writes some sentences containing gerund on the white board.
b) Teacher asks students to apply the words “too” and “enough” based on the context of the sentence. 3) Confirmation a) Students are requested to write their own sentences.
c) Teacher writes few sentences containing gerund on the white board.
b) Teacher gives some examples of sentences containing gerund.
b. Whilst-teaching : 1) Exploration a) Students are introduced to the use of gerund in the English sentence.
Stating the topic of the meeting Stating the objective of the meeting 4) Orientation 5) Motivation
a. Pre-teaching: 1) Salutation 2) Checking student’s attendance 3) Apperception
c. Post-teaching : 1) Teacher concludes the meeting 2) Teacher opens a question-answer session 3) Teacher gives a slight description about the subject matter for the next meeting
b) Students are invited to express their sentences orally c) Teacher gives comment and correction about student’s sentences.
E. Required Books and Media 1. Media: board marker, white board.
F. Evaluation Task 1 COLUMN A COLUMN B 1. finish = 2. face = 3. excuse = 4. enjoy =
Task 2 Change these sentences using gerund as subject!
Task 1
Answer:
(2). ............................................................. (3). ............................................................. (4). ............................................................. (5). .............................................................
b) Write five sentences using construction “enough” (1). ............................................................
(2). ............................................................. (3). ............................................................. (4). ............................................................. (5). .............................................................
a) Write five sentences using construction “too” (1). .............................................................
Task 3
e) It is necessary to practice every day.
d) It is important to study a business letter.
c) It will be good to send an application letter soon.
b) It is wonderful to have so much free time.
Example: It is very expensive to advertise charge Advertising charge is very interesting a) It is difficult to look for customers.
h. mencegah i. lebih suka j. melalaikan k. menangguhkan l. berkeberatan m. mengaku n. menyarankan o. menghentikan p. melawan q. menyelesaikan r. menghadapi s. membebaskan t. menikmati
5. deny = 6. defend =
g. mengusulkan
f. menghargai
e. memulai
d. mempertimbangkan
c. meneruskan
b. mempertahankan
20. resist = a. menyangkal
19. stop =
13. prefer = 14. neglect = 15. postpone = 16. mind = 17. admit = 18. advise =
12. prevent =
10. appreciate = 11. propose =
7. continue = 8. consider = 9. begin =
1. menyelesaikan 2. menghadapi
4. menikmati 5. menyangkal 6. mempertahankan 7. meneruskan 8. mempertimbangkan 9. memulai 10.menghargai 11.mengusulkan 12.mencegah 13.lebih suka 14.melalaikan 15.menangguhkan 16.berkeberatan 17.mengaku 18.menyarankan 19.menghentikan
20. melawan Task 2
a) It is difficult to look for customers.
b) It is wonderful to have so much free time.
c) It will be good to send an application letter soon.
d) It is important to study a business letter.
e) It is necessary to practice every day.
Scoring:
Task 1 Correct answer scores 1 Wrong answer scores 0 Maximal score: 20
Task 2: Score: correct answer x 2 Maximal score: 10
Task 3: The answers will be scored based on the following criteria:
Grammar and diction correct score: 10
Grammar correct, diction incorrect score: 5-10
Grammar incorrect, diction correct score: 5-10
Grammar and diction incorrect score: 1
Maximal score: 10
Final score = task 1 + task 2 + task 3 =10
4 Jakarta , Acknowledged by, The Principal of SMK MUTIARA BANGSA TIGA English Teacher, Dani Ramdani ,S.Pd Givson Sihombing
LESSON PLAN (Rencana Pelaksanaan Pembelajaran)
School : SMK Mutiara Bangsa Tiga Subject : English Grade / Semester : XI / 3 Time allotment : 8 x 45 minutes Meeting : 10, 11, 12 Standard of Competency : Communicating English at Elementary Level Basic Competency : 2.2 Taking a note of simple messages either in direct interaction or using media.
Indicator: Telephone call messages are written correctly. Messages received dirrectly are written correctly.
A. Learning Objectives
By the end of the course, the students will be able to: 1. Express and respond the expressions of telephone handling.
2. Taking a note of simple messages received by telephone.
3. Taking a note of simple messages based on direct communication.
4. Compose sentences using Adjactive Clause correctly.
5. Wite sentences using Personal Pronun correctly.
B. Teaching Materials
1. Expressions dealing with telephone conversations Who is speaking, please?
Sorry, the line is engaged Ok, I’ll put you through
Hold on, please.
One moment, please
2. Reported speech He said that you had to pay for the tickets
He asked you to pay for the tickets. He wanted to know if you would be available in the afternoon. He wanted to know where you put his umbrella.
3. Adjective Clause e.g. Do you know the staff who will be promoted our new division manager?
4. Personal pronouns
b) Each group is requested to write a dialogue (telephone conversation)
receiving a phone call h) Students are introduced to the structure of reported speech. 5) Elaboration a) Students are requested to make a group consists of ten students each.
f) Students are introduced to words and expressions used in telephone conversation.
e. Whilst-teaching: 4) Exploration e) Students read a dialogue containing telephone conversation.
Reviewing the previous study Stating the topic and objective of the meeting 9) Orientation 10) Motivation
d. Pre-teaching: 6) Salutation 7) Checking student’s attendance 8) Apperception
D. Teaching Scenario
4. Lecturing
3. Discussion
2. Role play
1. Question and answer
C. Methods of Instruction
1 I me my mine myself 2 we us our ours ourselves 3 you you your yours yourself 4 you you your yours yourselves 5 she her her hers herself 6 he him his his himself 7 it it its its itself 8 they them their theirs themselves
No Subject Object Possessive adjective Possessive pronoun Reflexive pronoun
1. Meeting 10
g) Students are invited to identify the expressions when making a phone call or
c) A student represents his group reading the dialogue.
d) Other groups write the messages contained in the conversation 6) Confirmation
a) Students are requested to compose their own reported speech
b) Teacher gives comment and correction
f. Post-teaching 5) Teacher concludes the meeting 6) Teacher opens a question-answer session 7) Teacher gives a slight description about the subject matter for the next meeting
2. Meeting 11
a. Pre-teaching: 1) Salutation 2) Checking student’s attendance 3) Apperception
Reviewing the previous study Stating the topic and objective of the meeting 4) Orientation 5) Motivation
b. Whilst-teaching: 1) Exploration
a) Students are introduced to Personal Pronoun
b) Students are requested to read a text containing personal pronoun.
c) Students are invited to recognize any personal pronoun in the text given.
2) Elaboration a) Students are requested to compose sentences using personal pronoun.
b) A student is choosen randomly to write his sentence on the white board. 3) Confirmation a) Teacher examines the structure of the sentence written by the students.
b) Teacher gives comment, correction and score
c. Post-teaching 1) Teacher concludes the meeting 2) Teacher opens a question-answer session 3) Teacher gives a homework 4) Teacher gives a slight description about the subject matter for the next meeting
3. Meeting 12
a. Pre-teaching: 1) Salutation 2) Checking student’s attendance
3) Apperception Reviewing the previous study Stating the topic and objective of the meeting 4) Orientation 5) Motivation
b. Whilst-teaching: 1) Exploration
a) Students are introduced to the construction of Adjective Clause b) Students are requested to read a text containing Adjective Clause structure.
c) Students are invited to recognize any Adjective Clause in the text given.
2) Elaboration a) Students are requested to compose sentences using Adjective Clause structure.
b) A student is choosen randomly to write his sentence on the white board. 3) Confirmation a) Teacher examines the structure of the sentence written by the students.
b) Teacher gives comment, correction and score
c. Post-teaching 1) Teacher concludes the meeting 2) Teacher opens a question-answer session 3) Teacher gives a slight description about the subject matter for the next meeting
E. Required Books and Media 1. Media: board marker, white board.
2. Books:
- Effective Communication (Elementary Level)
- The Universe of English (book 2)
F. Evaluation Task 1 In pairs, make a short conversation about handling a telephone in the following situation.
a. You make a call with the receptionist, that you want to book a room in the hotel.
b. The receptionist offers you to choose the room you want.
c. There are single rooms and double rooms.
Task 2 Change the folowing direct sentences into indirect sentences.
a. Susi said,”My friend want to invite you to the party.”
b. Dony says to us,”I can’t do the jobs with you.”
c. He said to him,”You didn’t call me last night.”
d. She said,”I wish I passed my examination.”
e. He said,”I was studying when the lamp went out.”
Task 3 Change the following questions to be reported speech.
1. ”Don’t you like what I have given you?” She asked me if........................................ 2. ”Are you going to check the work tomorrow?” He asked him if........................................ 3. ”Can you tell me what time the meeting will be started?” He asked me if......................................... 4. ”Shall we reach the top of the hill in time?” They wondered if..................................... 5. “Do you think I am liying?” He asked her whether............................... Task 4 Choose the statements provided to suit the blank spaces in the following dialogue.
Receptionist : Receptionist. (1)__________ Caller : Sure. My name is Hendrik.
(2)__________ Receptionist : Certainly, Sir. Caller : (3) __________
Ask him to phone this evening Receptionist : (4) __________ Caller : 749708 Receptionist : Thank you, Sir.
a. Your phone number, please.
b. Can I help you?
c. Can you give a message to Mr.Andreas? d. Tell him everything is all right.
e. Could you help me, please?
Task 5 Change the pronouns in the brackets in the right form! 1. Toni and (my) will give the reason why (our) are angry with him.
2. Don’t forget to call (I) brother and (I) at 5 o’clock p.m.!
3. Rina asks (my),”Why don’t (your) tell (we) about (they) problems” 4. He said that all of (we) would be successful.
5. The teacher will ask (I) and you to buy some beverage.
Answers and Scoring : Task 1
The answers will be scored based on the following criteria:
Grammar and diction correct score: 10
Grammar correct, diction incorrect score: 5-10 Grammar incorrect, diction correct score: 5-10
Grammar and diction incorrect score: 1
Maximal score: 10
Task 2 a. Susi said that her friend wanted to invite me to the party.
b. Dony said that he couldn’t do the jobs with us c. He said that someone had not called him the previous night.
d. She said that she wished she had passed her examination.
e. He said that he had been studying when the lamp had gone out. Score: Correct answer X 2 Maximal score: 10
Task 3
1. She asked me if I liked what she had given to me
2. He asked him if I was going to check the work tomorrow
3. He asked me if I could tell him what time the meeting would be started
4. They wondered if they would reach the top of the hill in time
5. He asked her whether he was liying Score: Correct answer X 2 Maximal score: 10
Task 4
1. b 2. c 3. d 4. a
Score: Correct answer X 2 Maximal score: 10
Task 5
1. me – we 2. my – me 3. me – you – us – their 4. us 5. me
Score: Correct answer X 2 Maximal score: 10
Final score = 2 x (task 1 + task 2 + task 3 + task 4 + task 5) Maximal score = 100 Acknowledged by, Jakarta , The Principal of SMK Mutiara Bangsa Tiga English Teacher, Dani Ramdani ,S.Pd Givson Sihombing
LESSON PLAN
(Rencana Pelaksanaan Pembelajaran)
School : SMK Mutiara Bangsa Tiga Subject : English Grade / Semester : XI / 3 Time allotment : 6 x 45 minutes Meeting : 14, 15, 16, Standard of Competency : Communicating English at Elementary Level Basic Competency : 2.3 Describing one’s job and education background in written and spoken.
Indicator: Verb in Simple Present Tense is used correctly for explaining one’s job and profession Expression is used appropriately to de scribe facts and figures based on the data given.
A. Learning Objectives
By the end of the course, students will be able to:
1. Comprehend the use of verb in Simple Present Tense to describe one’s job and profession
2. Comprehend the use of various expression to describe facts and figures based on the data
B. Learning Objectives
1. Simple Present tense Pattern:
S + to be (is, am, are) + O S + V1 + O Examples
a. (+) He is a teacher in my school
(–) He is not a teacher in my school (?) Is he a teacher in my school? b. (+) He goes to school every day.
(–) He does not go to school every day. (?) Does he go to school every day?
2. Telling about people’s job using the Simple present tense: - A cook prepares food.
- Pilots fly airplanes.
3. Expressing facts and figures : - The graph shows that population growth has been high this last decade.
- The latest data show that about three billion rupiahs have been spent for the construction of the factory.
4. Comparative & Superlative Adjectives Rule 1: Add ‘er'/‘est' for one-syllable adjectives: longer, smaller, the highest
Rule 2: Add ‘more' / ‘less' or ‘the most' / ‘the least' for three syllable adjectives or
longer: less expensive, the most dangerous Rule 3: Most two-syllable adjectives require ‘more' / ‘less' / ‘the most' / ‘the least':
more stressful
Rule 4: Two-syllable adjectives ending in ‘y' require ‘ier' / ‘iest' : noisier, noisy
Rule 5: Adjectives ending in a single vowel and a single consonant require the final consonant to be doubled: big , the biggest, fat, fatter
C. Methods of Instruction
1. Question and answer
2. Role play
3. Discussion
4. Lecturing
D. Teaching Scenario
4. Meeting 14
d. Pre-teaching: 6) Salutation 7) Checking student’s attendance 8) Apperception
Stating the topic and objective of the meeting 9) Orientation 10) Motivation
e. Whilst-teaching: 4) Exploration
e) Students are introduced to the way expressing facts
f) Students are introduced to the structure of Simple Future Tense
5) Elaboration
c) Students are requested to compose sentences using the structure of Simple Present Tense.
d) Some students are chosen randomly to write their sentence on the white board.
e) Some others are invited to evaluate and give correction if needed. 6) Confirmation
a) Students are requested to a sort essay about the climate change happened in Indonesia.
b) Students’ essays must be submitted to the teacher.
c) Teacher gives comment, correction and score.
f. Post-teaching 5) Teacher concludes the meeting 6) Teacher opens a question-answer session 7) Teacher gives a slight description about the subject matter for the next meeting
5. Meeting 15
a. Pre-teaching: 1) Salutation 2) Checking student’s attendance 3) Apperception
Reviewing the previous study Stating the topic and objective of the meeting 4) Orientation 5) Motivation
b. Whilst-teaching: 1) Exploration a) Teacher delivers some questions dealing with certain occupation.
b) Students are introduced to the use of verb in simple present tense.
c) Students are introduced to expressions for describing someone’s profession. 2) Elaboration