Planning and preparing a lesson plan or sequence

(1)

Nury Supriyanti, M.A.

supriyanti_nury@uny.ac.id supriyanti_nury@uny.ac.id

(2)

Welcome to

• _{the world of}

education

• _{the world of}

English teaching

(3)

Designing Lesson

Plans

Nury Supriyanti, MA

(4)

English Teachers being

professional

• a basis of scientific knowledge,_{a basis of scientific knowledge,}

• a period of rigorous study which is _{a period of rigorous study which is}

formally assessed,

•a sense of public service,_{a sense of public service,}

• high standard of professional _{high standard of professional}

conduct,

•and the ability to perform some _{and the ability to perform some}

specific demanding and socially

useful tasks in a demonstrably

competent manner.

(5)

Professional English

Teachers should have the

following knowledge as

proposed by Mary Spratt

in the TKT module

(6)

Teacher Knowledge

1. Language and background to language learning and 1. Language and background to language learning and

teaching teaching

• 1.1. Describing Language and Language Skills_{1.1. Describing Language and Language Skills}

• 1.2. Background to Language Learning_{1.2. Background to Language Learning}

• 1.3. Background to Language Teaching_{1.3. Background to Language Teaching}

2.. Lesson Planning and Use of Resources for Language 2.. Lesson Planning and Use of Resources for Language

teaching teaching

• 2.1. Planning and preparing a lesson or sequence of _{2.1. Planning and preparing a lesson or sequence of} lesson

lesson

• 2.2 Selection and Use of Resources and Materials_{2.2 Selection and Use of Resources and Materials} 3. Managing The teaching and Learning Process

3. Managing The teaching and Learning Process

• 3.1. Teachers’ and learners’ language in the Classroom_{3.1. Teachers’ and learners’ language in the Classroom}

(7)

• _{What has been quoted above is only}

the knowledge.

• _{Knowing and practicing what we}

know are two different things.

• _{Therefore, teachers should also be}

supplied with knowledge on

classroom practices

(8)

Why Lesson Planning?

• _{Harmer (2001)}_{Harmer (2001)}

For students, evidence of a plan shows

them that the teacher has devoted time

to thinking about the class. It strongly

suggests a level of professionalism and

a commitment to the kind of

preparation they might reasonably

respect. Lack of a plan may suggest

the opposite of these teacher attributes

(9)

About Teaching English in

the School System

It needs an understanding of how It needs an understanding of how

teaching and learning are expected to teaching and learning are expected to

be. The understanding covers be. The understanding covers

• _{the current curriculum}_{the current curriculum}

• syllabus designs : structural, notional, _{syllabus designs : structural, notional,} theme-based, text-based, situational,

theme-based, text-based, situational, content-based, competency-based etc. content-based, competency-based etc.

a structural syllabus is a syllabus which

is designed based on structural items.

(10)

Understanding SK and

KD

• _{SK and KD are taken from SI. A careful}_{SK and KD are taken from SI. A careful}

reading of UU Sisdiknas and other

documents will help us understanding the

whole picture.

• _{RPP (Rencana Pelaksanaan Pembelajaran)}_{RPP (Rencana Pelaksanaan Pembelajaran)}

is very crucial in micro teaching. Students

should be well trained in writing the plan.

In writing the RPP there are steps that

should be taken with care.

(11)

Some significant steps need

a good understanding of SK

and KD

1. Studying carefully Standar Isi to get

information on all about the teaching of

English for each level of schools

(SMP/MTs, SMA/MAN, SMK)

2. Quoting the SK and understanding it

Learning the terminology and the concepts

3. Quoting the Kompetensi Dasar (Basic

Competencies)

Learning the terminology and the concepts

What we teach according to Standar Isi

(12)

4. Formulating the indikator

(Indicators)

Considering the tujuan, the

materials, the langkah2

kegiatan, the penilaian

5. Formulating the tujuan

pembelajaran (Aims)

• looking at the SK, the KD_{looking at the SK, the KD}

• understanding the nature of _{understanding the nature of}

language functions

• understanding the nature of _{understanding the nature of}

spoken and written language

(13)

Text :

a continuous stretch of (especially a continuous stretch of (especially

spoken language) larger than a spoken language) larger than a

sentence, often constituting a sentence, often constituting a

coherent unit, such as sermon, coherent unit, such as sermon,

argument, joke or narrative Crystal argument, joke or narrative Crystal

1992:25) 1992:25)

A text is any stretch of language which A text is any stretch of language which

is held together cohesively through is held together cohesively through

meaning meaning

(14)

Types of Text

• _{Short Functional Texts : letters,}_{Short Functional Texts : letters,}

announcement, sms, public notices

• Monologues and dialogues _{Monologues and dialogues}

(interpersonal or transactional)

• _{Spoken and Written text types}_{Spoken and Written text types}

(Recount, narratives, procedures,

descriptive texts, explanation,

discussion, debate, public speaking,

technical documents)

(15)

Materials in RPP

includes the elements making up a text

includes the elements making up a text Language Sample

Language Sample 1.

1. A : Good morning. How are you ?A : Good morning. How are you ? B : Good morning. Fine thank you. B : Good morning. Fine thank you. 2.

2. A : Hello, I’m Nina. Nice to meet youA : Hello, I’m Nina. Nice to meet you B : Hello, I’m Renny. Nice to meet you, too B : Hello, I’m Renny. Nice to meet you, too

– _{Kosakata terkait tema / jenis teks.}_{Kosakata terkait tema / jenis teks.} – _{Verbs : live, meet, do, stop, have}_{Verbs : live, meet, do, stop, have} – _{To be : is, am, are}_{To be : is, am, are}

– _{Personal Pronouns : I, you, we, they, he,}_{Personal Pronouns : I, you, we, they, he,}

she, it she, it

(16)

Methods and Procedures

7. Writing the metode pembelajaran (Teaching Writing the metode pembelajaran (Teaching

Methods) Methods)

using appropriate methods using appropriate methods

• PPP (Presentation Practice Production, _{PPP (Presentation Practice Production,}

• TPR (Total Physical Response)_{TPR (Total Physical Response)}

• CTL (Contextual Language Learning)_{CTL (Contextual Language Learning)}

• Task-based approach _{Task-based approach}

• ESA ( Engage, Study, Activate)_{ESA ( Engage, Study, Activate)}

• Four Steps (BKOF, MOT, JCOT, ICOT)_{Four Steps (BKOF, MOT, JCOT, ICOT)}

(17)

Methods and Procedures

8. Designing langkah-langkah 8. Designing langkah-langkah

pembelajaran (Teaching Procedure) pembelajaran (Teaching Procedure)

Looking at the teaching method in Looking at the teaching method in

number seven and follow it with a good number seven and follow it with a good

understanding understanding

9. Designing the penilaian (evaluation) 9. Designing the penilaian (evaluation)

Looking at all of the elements especially Looking at all of the elements especially the language skills (listening, speaking, the language skills (listening, speaking,

reading and writing). reading and writing).

Using your knowledge on evaluation in Using your knowledge on evaluation in

language teaching and language testing language teaching and language testing

(look at good textbooks for ideas) (look at good textbooks for ideas)

(18)

• Selection and Use of Resources and _{Selection and Use of Resources and}

Materials

Materials•Checking the form and use of _{grammatical structure}

•Checking the spelling, pronunciation

and use of lexical items

•Anticipating learners’ difficulties

•Looking for new approaches to

teaching lessons and new classroom activities

•Finding out how to use materials in

your course books

•Getting advice about particular

lessons or teaching materials

Teachers need to always update their knowledge on language and

(19)

Evaluation

• Designing the penilaian (evaluation)_{Designing the penilaian (evaluation)}

• Looking at all of the elements _{Looking at all of the elements}

especially the language skills

(listening, speaking, reading and

writing).

• Using your knowledge on evaluation _{Using your knowledge on evaluation}

in language teaching and language

testing (look at good textbooks for

ideas)

(20)

Let’s practice:

writing a lesson plan

based on the

school-based curriculum

(21)

Thank you

Have a great lesson

planning!

(1)

Methods and Procedures

7. Writing the metode pembelajaran (Teaching Writing the metode pembelajaran (Teaching Methods)

Methods)

using appropriate methods

• PPP (Presentation Practice Production, _{PPP (Presentation Practice Production,}

• TPR (Total Physical Response)_{TPR (Total Physical Response)}

• CTL (Contextual Language Learning)_{CTL (Contextual Language Learning)}

• Task-based approach _{Task-based approach}

• ESA ( Engage, Study, Activate)_{ESA ( Engage, Study, Activate)}

• Four Steps (BKOF, MOT, JCOT, ICOT)_{Four Steps (BKOF, MOT, JCOT, ICOT)}

(2)

Methods and Procedures

8. Designing langkah-langkah

pembelajaran (Teaching Procedure)

Looking at the teaching method in

number seven and follow it with a good

understanding

9. Designing the penilaian (evaluation)

Looking at all of the elements especially

the language skills (listening, speaking,

reading and writing).

Using your knowledge on evaluation in

language teaching and language testing

(look at good textbooks for ideas)

(3)

• Selection and Use of Resources and

_{Selection and Use of Resources and}

Materials

•Checking the form and use of _{grammatical structure}

•Checking the spelling, pronunciation

and use of lexical items

•Anticipating learners’ difficulties

•Looking for new approaches to

teaching lessons and new classroom activities

•Finding out how to use materials in

your course books

•Getting advice about particular

lessons or teaching materials

Teachers need to always update their knowledge on language and

(4)

Evaluation

• Designing the penilaian (evaluation)

_{Designing the penilaian (evaluation)}

• Looking at all of the elements

_{Looking at all of the elements}

especially the language skills

(listening, speaking, reading and

writing).

• Using your knowledge on evaluation

_{Using your knowledge on evaluation}

in language teaching and language

testing (look at good textbooks for

ideas)

(5)

Let’s practice:

writing a lesson plan

based on the

school-based curriculum

based curriculum

(6)