280
COURSE GRID School
: SMP Negeri 1 Yogyakarta Subject
: English GradeSemester
: VIII1 Text Type
: Recount Texts Skill
: Reading Standard of Competence
: 5. Students are able to understand meaning in functional texts and simple short essays in the forms of recount in
order to interact with their surroundings. Basic Competence
: 5.1. Students are able to read functional texts and simple short essays in the forms of recount aloud and
meaningfully using the appropriate pronunciation, stress, and intonation related to their surroundings.
Cycle I
Topic Indicators
Learning Materials Learning Activities
Assessment Time
Allocation Learning Resources
and Media
Unforgettable Experiences
1. Students know the purpose of recount
texts. 2. Students can identify
the generic structure of recount texts.
3. Students can identify the language features
of recount texts. 4. Students can identify
the topic
of the
recount texts. 5. Students can identify
detailed information
of the recount texts.
1. Recount texts:
Sixpence Worth of Trouble,
My Mother vs A Thief
2. Rhetoric steps of
recount texts: A recount is a
piece of text that retells past events,
usually in the order in
which they
happened. The
purpose of
a recount is to give
the audience
a description of what
occurred and when it
occurred. A
a. Meeting I
1. Opening Activities:
The teacher greets the students. The teacher asks a student to lead a
prayer. The teacher checks
students’ attendance.
The teacher starts the lesson.
2. Main Activities:
BKOF Activity 1
The teacher distributes a lead-in task to the students and has them answer
five questions related to the topic of the lesson. Then, the students discuss
the answer to the questions together with the teacher.
Activity 2 The teacher gives the students a list
of words related to the next activity and asks them to find the meanings
Technique: Written Test
Form: Multiple-
Choice Test 6
X 40’ 3 meetings
1. Alexander, L.G. 1975. Developing
Skills: An
Integrated Course
for Intermediate
Students. Yogyakarta:
Penerbit Kanisius
2. Anderson, Mark and
Cathy Anderson. 1997.
Text Types
in English.
South Yarra: Macmillan
Education Australia Pty Ltd.
3. Hill. L.A. 1994. Stories
for
281
recount text
consists of: an orientation
that gives
background information about
who, what, where and when;
events that retell the events in the
order in which they happened; and
a
concluding paragraph
that may
include a
personnal comment not
always necessary
3. Common language
features of
recount texts: proper nouns to
identify those
involved in
the
text; descriptive
words to give tails
about who, what, when, where and
how for example, adverbs
and
adjectives; the use of the
past tense to retell
of each word in the dictionary. The students do the task in pairs.
Activity 3 The teacher divides the students into
small groups of four or five and distibutes a series of pictures to each
group where the groups should arrange the pictures into a good story
and answer questions based on the sequence arranged. They will be
given a time limit to arrange the picture and discussion with other
groups will be held to answer the questions.
Activity 4 Based on the previous activities
done, the teacher draws conclusions related to the lesson that the students
will have in the next meeting. The then teacher explains briefly the
purpose and the generic structure of recount texts.
3. Closing Activities:
