Joint Construction CONCLUSION, IMPLICATION, AND SUGGESTION
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APPENDIX B
LESSON PLAN
LESSON PLAN
School : SMP N 1 Jetis
Subject : English
Skill : Reading
GradeSemester : VII 2
Time allocation : 2 x 40 minutes
Standards of Competence: Reading
11. Understanding meaning in a functional text and simple short essay related to
the nearest environment in the form of procedure text.
Basic Competence
11.1 Reading aloud meaningful words, phrases, and sentences with good pronunciation, stress and acceptable intonation related to the nearest
environment. 11.3 Responding to meaning and rhetorical steps accurately, fluently and
acceptably in the very simple essay related to the nearest environment in the form of procedure text.
Indicators
Identifying the communicative purpose of the procedure text Identifying the meaning of the words in the procedure text
Identifying the informationcontents in the procedure text Identifying some vocabulary from procedure text.
Answering some questions correctly related to the procedure texts
Learning Objective
At the end of the lesson the students are expected to be able to understand the nature of procedure text accurately.
How to Make Banana Milkshake
It is very easy to make banana milkshake. To make a glass of banana milkshake you need one large banana or two small bananas, vanilla ice cream,
milk, and sugar. This is the way of how to make a glass of banana milkshake. First, blend the
banana, ice cream and sugar. Then, add milk to your taste. Next, blend again till smooth and creamy. Finally, serve it using a glass.
Materials of Teaching
1. A procedure text.
2. A semantic mapping of the procedure text.
Procedure
Procedures tell how to do something. This might include cooking recipes and instructions to do something.
Generic Structure
A procedure is usually organised to include: the goal of the activity;
any materials needed to achieve the goal; steps to accomplish the goal.
Grammatical Features
Common grammatical patterns of a procedure include: the use of imperative sentences.
the use of connectives to sequence the actions in time, e.g.
first, next, then, while;
the use of adverbials e.g.
for five minutes, carefully.
3. Generic Structure and grammatical features of a procedure text:
4. Semantic mapping sheets
Method
Genre-based Approach
Learning Activities No
Activities Time
1 Pre-activities Opening
Greeting and call the roll 5
’
2 Whilst-activity Main Activities
Building Knowledge of the Field
Students have question-answer activities with the teacher. Students read the model text.
Students answer some questions related to the text.
Modelling of the Text
Students study a semantic mapping of a procedure text – How to Make Banana Milkshake.
Students read aloud a procedure text. Students listen to an explanation about procedure text and do a discussion
with the teacher to gain knowledge about procedure text and semantic mapping.
Joint Construction of the Text
Students in pairs find the meaning of the listed words in Task 1. Students discuss the meaning of the words with the teacher.
Students read the text and fill the semantic map of the text Task 2. Students answer the questions in Task 3.
Students read aloud the answers and discuss it together with the teacher.