Lesson Plan Vii-1

LESSON PLAN School : 99 Junior High School Subject : English Class/Semester : VII/1 (RSBI) Genre : Transactional/Interpersonal Text Theme :Skill : Listening and Speaking Time Allocation : 12 x 40 minutes A. Competence Standard: 1. Listening Understand the meaning of simple interpersonal and transactional dialogue to interact with closest environment. 3. Speaking Express the meaning of simple interpersonal and transactional dialogue to interact with closest environment B. Basic Competence: 1.1 Respond the meaning of transactional dialogue (to get things done) and interpersonal using various simple languages accurately, fluently, and acceptable to interact with closest environment involving expressions for: greeting, introducing ourselves, and instruction and prohibition 3.1 Express the meaning of transactional (to get things done) and interpersonal dialogue using various simple expressions accurately, fluently, and acceptable 3.2 Interact with closest environment using expressions for: greeting, introducing ourselves, and instructing or prohibiting C. Learning Objectives At the end of learning the students are able to: 1. Respond the expressions of greeting 2. Respond the expressions of introducing self 3. Respond the expressions of instruction and prohibition 4. Say greeting 5. Introduce self and others 6. Instruct and prohibit others D. Learning Material Expression of greeting - good morning - good afternoon - good evening - how are you? - how is your life? - etc Expression of introducing one self: - My name is.. - What is your name? - Where do you live? - Thanks for your attention! - Etc Expression of instruction: - Close the door, please! - Open your book! - Do your homework!

- Etc Expressions of Prohibition: - No smoking! - No littering! - Dont be noisy! - etc Language components: - Simple present tense - Verb phrase (be, do/does, have/has) Language function: - let me - Well,.... - Sure - Certainly E. Method/Technique: BKOF, MOT, JCOT and ICOT F. Teaching-Learning Activities: 1st meeting: a. Opening - Greeting - Checking students attendance list - Giving the learning purpose b. Main Activities1. 2. 3. 4. 5. Giving attention to the model of introducing one self. Answering the questions given by the teacher In pairs, introducing each self Asking another information to their friends Retelling the information about their friends

c. 1. 2. 3. 4.

Closing Ask the difficulties among the learning process. Make conclusion of learning material. Give the assignment to the students to use the expression has learned in real live Inform the students about the next topic

2nd meeting: a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about introducing self - Giving the learning purpose b. Main Activities 1. Listening to the model of various kinds of greeting expressions 2. In groups, answering the questions given by the teacher 3. In pairs, making a dialogue about greeting and introducing self c. Closing 1. Ask the difficulties among the learning process. 2. Make conclusion of learning material. 3. Give the assignment to the students to use the expression has learned in real live 4. Inform the students about the next topic 3rd meeting a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about greeting and introducing self - Giving the learning purpose b. Main Activities

Performing the dialogue made by the students in front of the class c. Closing 1. Asking the difficulties among the learning process. 2. Making conclusion of learning material. 3. Giving the assignment to the students to use the expression has learned in real live 4. Informing the students about the next topic 4th meeting a. Opening - Greeting - Checking students attendance list - Giving the learning purpose - Reviewing the previous lesson about greeting and introduction b. Main Activities1. 2. 3. 4. 5. Brainstorming about instruction and prohibition Giving attention to the model of giving instruction Answering the questions given by the teacher Practicing by playing simon says game In groups, role playing to instruct and prohibit others

c. 1. 2. 3. 4.

Closing Asking the difficulties among the learning process. Making conclusion of learning material. Giving the assignment to the students to use the expression has learned in real live Informing the students about the next topic

5th meeting a. Opening - Greeting - Checking students attendance list - Giving the learning purpose - Reviewing the previous lesson about instruction b. Main Activities1. Brainstorming about instruction and prohibition 2. Giving attention to the model of giving prohibition 3. Answering the questions given by the teacher 4. In groups of four, mention some prohibition in the environment

c. 1. 2. 3. 4.

Closing Asking the difficulties among the learning process. Making conclusion of learning material. Giving the assignment to the students to use the expression has learned in real live Informing the students about the next topic

6th meeting a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about instruction and prohibition - Giving the learning purpose b. Main Activities 1. Performing the prohibition in front of the class 2. Doing written test of greeting, introducing self, instruction, and prohibition c. Closing 1. Asking the difficulties among the learning process. 2. Making conclusion of learning material. 3. Giving the assignment to the students to use the expression has learned in real live 4. Informing the students about the next topic

cidentally meet your old friend at bookstore, how do you greet them? You are the representative of your class, you have to meet the new teacher, how do you greet her??

G. Learning Sources 1. Teachers language 2. Recorded materials H. Assessment I. Indicator, Technique, Model and Example. No A Indicator - Greet people - Answer the greeting expression Identify information gotten from the dialogue ofintroducing someone

Technique Oral test

Type

Examples

Performance In pairs, make a dialogue (Cue cards) based on the situation: Choose the best answer

B

n

Multiple Writte choice

C

- Introduce themselves - Retell the information about others Do activities as instructed by others - Answer the instruction and prohibition given by others - Instruct and prohibit others Identify the expressions of greeting, introducing self, instruction, and prohibition

-

Oral test

Performance In group, discuss about your identity then retell in front of the class! Performance Follow the instruction (simon says game)

D

-

E

Oral test

Performance Instruct your friends based (cue cards) on the cue cards! Tell your friend not to be noisy Multiple choice Choose the best answer

-

F

Oral test

-

Written

II. Assessments Instrument A. In pairs, make a dialogue based on situation in the cue cards!

B. Answer the questions based on the following dialogue! Susan: Hello, Im Susan. Are you new here? Cinthya: Hi, My name is Cinthya, yup, Im a new students here. I just moved to Jakarta last week Susan: now, where do you live? Cinthya: I live at mawar street no.31 Susan: Wow! Its close to my house. I live at mawar street no.40. So, were neighbors. Cinthya: Thats such a great thing. I wanna talk more, but I have to meet the principal of this school. Susan: Oh, it doesnt matter. Well talk later. Cinthya: Ok, nice to know you. Susan: Thank you. Bye! Cinthya: Bye!

Tell your friend not to your friend not to hold the pen touch person beside them Tell be noisy Tell your friend not to

1. 2. 3. 4. 5.

Who is the new student? Where does Susan live? How long does Cinthya live in Jakarta? Where does Cinthya live? Whom does Cinthya want to meet?

C. In group, discuss about your identity then retell in front of the class! D. Follow the instruction! (simon says game) E. Instruct your friends based on the cue cards

III. Assessments Rubric NO A 1 ASPECT BEING ASSESED Correct sentence, Correct vocabulary, and correct intonation Correct sentence, Correct vocabulary, and incorrect intonation Correct sentence, incorrect vocabulary, and correct intonation Correct sentence, incorrect vocabulary, and incorrect intonation Incorrect sentence, Correct vocabulary, and correct intonation Incorrect sentence, Correct vocabulary, and incorrect intonation Incorrect sentence, incorrect vocabulary, and correct intonation Incorrect sentence, incorrect vocabulary, and incorrect intonation Right answer Wrong answer Correct sentence, Correct vocabulary, and correct intonation Correct sentence, Correct vocabulary, and incorrect intonation Correct sentence, incorrect vocabulary, and correct intonation Correct sentence, incorrect vocabulary, and incorrect intonation Incorrect sentence, Correct vocabulary, and correct intonation Incorrect sentence, Correct vocabulary, and incorrect intonation Incorrect sentence, incorrect vocabulary, and correct intonation Incorrect sentence, incorrect vocabulary, and incorrect intonation Right action Wrong action SCORE 10 9 8 7 5 3 2 0 1 0 10 9 8 7 5 3 2 0 1 0 0 5 0 MAXIMUM SCORE 10 9 8 7 5 3 2 0 5 0 10 9 8 7 5 3 2

B C

15 1

D

15

E

1

Correct sentence, Correct vocabulary, and correct intonation Correct sentence, Correct vocabulary, and incorrect intonation Correct sentence, incorrect vocabulary, and correct intonation Correct sentence, incorrect vocabulary, and incorrect intonation Incorrect sentence, Correct vocabulary, and correct intonation Incorrect sentence, Correct vocabulary, and incorrect intonation Incorrect sentence, incorrect vocabulary, and correct intonation Incorrect sentence, incorrect vocabulary, and incorrect intonation Right answer Wrong answer Total

10 9 8 7 5 3 2 0 2 0 0

10 9 8 7 5 3 2

F

1-25

50 0 40

Gained score Total score = x 100 SCORE maksimal

Approved by The principal of 99 Junior High School

Jakarta, July 2010 English Teacher

Drs. H. Iing Ilhamuddin, M.M NIP. 130806353/195212111976031006

Asti Ramadhani E.L, S.Pd

LESSON PLAN School : State Junior High School 99 Jakarta Subject : English Class/Semester : VII/1 (RSBI) Genre : Transactional/Interpersonal Text Theme :Skill : Listening and Speaking Time Allocation : 16 x 40 minutes A. Competence Standard: 1. Listening Understand the meaning of simple interpersonal and transactional dialogue to interact with closest environment. 3. Speaking Express the meaning of simple interpersonal and transactional dialogue to interact with closest environment B. Basic Competence:1.2 Respond the meaning of transactional (to get things done) and interpersonal using various simple languages accurately, fluently, and acceptable to interact with closest environment involving expressions of: asking and giving information, gratitude, apologizing, and show politeness.

3.3 Express the meaning of transactional (to get things done) and interpersonal using various simpleexpressions accurately, fluently and acceptable to interact with closest environment involving expressions for: asking and giving information, gratitude, apologizing, and showing politeness .

C. Learning Objectives At the end of learning the students are able to: 1. Respond the expressions of asking and giving information 2. Respond the expressions of gratitude 3. Respond the expressions of apologize 4. Ask and give information 5. Show gratitude6. Apologize

D. Learning MaterialExpression of asking and giving information: - Do you know about? - Let me tell you something - Etc Expression of gratitude: - Thank you - You are so kind - Your welcome - It doesnt matter Expression of apologize: - Im sorry - I didnt mean that - Etc. Language components: - Simple present tense - Verb phrase (be,do/does, have/has) Language function: - Let me - Sure - Pardon me!

E. Method/Technique: BKOF, MOT, JCOT and ICOT F. Teaching-Learning Activities: 1st meeting: a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about expression of instruction and prohibition - Giving the learning purpose b. Main Activities1. 2. 3. 4. Giving attention to the model of asking and giving information Answering the questions given by the teacher Identifying kinds of asking and giving information In pairs, changing information

c.

Closing 1. Ask the difficulties among the learning process. 2. Make conclusion of learning material. 3. Inform the students about the next lesson

2nd meeting: a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about expression of asking and giving information - Giving the learning purpose b. Main Activities1. Retelling the information got from their friends in front of the classroom

c.


3rd meeting: a. Opening - Greeting - Checking students attendance list - Giving the learning purpose - Reviewing the previous lesson about asking and giving information b. Main Activities1. 2. 3. 4. Giving attention to the model of gratitude Answering the questions given by the teacher Identifying kinds of gratitude expressions Discussing the situation and the way how to thank others

c. Closing 1. Ask the difficulties among the learning process. 2. Make conclusion of learning material. 3. Inform the students about the next topic 4th meeting: a. Opening - Greeting - Checking students attendance list - Giving the learning purpose - Reviewing the previous lesson about saying gratitude b. Main Activities1. Discussing the situation and the way how to thank others 2. Practicing how to respond the expressions of thanks

c. Closing

1. Ask the difficulties among the learning process. 2. Make conclusion of learning material. 3. Inform the students about the next topic 5th meeting: a. Opening - Greeting - Checking students attendance list - Giving the learning purpose - Reviewing the previous lesson about saying gratitude b. Main Activities1. Doing role play using expression of thanks

c. Closing 1. Ask the difficulties among the learning process. 2. Make conclusion of learning material. 3. Inform the students about the next topic 6th meeting: a. Opening - Greeting - Checking students attendance list - Giving the learning purpose - Reviewing the previous lesson about expression of gratitude b. Main Activities1. Giving attention to the model of apologize 2. Answering the questions given by the teacher 3. Discussing the situation and the way how to apologize

c. Closing 1. Ask the difficulties among the learning process. 2. Make conclusion of learning material. 3. Inform the students about the next topic 7th meeting: a. Opening - Greeting - Checking students attendance list - Giving the learning purpose - Reviewing the previous lesson about expression of gratitude b. Main Activities1. Practicing how to show the expressions of apologize 2. Practicing how to respond the expressions of apologize 3. Doing role play using expression of apologize

c. Closing 1. Ask the difficulties among the learning process. 2. Make conclusion of learning material. 3. Inform the students about the next topic 8th meeting: a. Opening - Greeting - Checking students attendance list b. Main Activities1. Reviewing the expressions of asking and giving information, showing gratitude, showing apologize 2. Doing evaluation through written test

c. Closing 1. Ask the difficulties among the learning process. 2. Make conclusion of learning material. 3. Inform the students about the next topic

G. Learning Sources 1. Teachers language 2. Recorded materials H. Assessment I. Indicator, Technique, Model and Example. No A Indicator Give information Ask for the information Give thanks to others Answer the expression of thanks Ask for apologize Answer the expression of apologize Give information Ask for the information, Give thanks to others, Answer the expression of thanks, Ask for apologize, Answer the expression of apologize Technique Oral test Type Performance test Performance test Performance test Multiple choice Examples In pairs, make a dialogue consisting expression of asking and giving information In pairs, make a dialogue consisting expression of gratitude In pairs, make a dialogue consisting the expression of apologize Choose the best answer

B C D

Oral test Oral test Written test

-

II. Assessments Rubric N O A 1 ASPECT BEING ASSESED Correct sentence, Correct vocabulary, and correct intonation Correct sentence, Correct vocabulary, and incorrect intonation Correct sentence, incorrect vocabulary, and correct intonation Correct sentence, incorrect vocabulary, and incorrect intonation Incorrect sentence, Correct vocabulary, and correct intonation Incorrect sentence, Correct vocabulary, and incorrect intonation Incorrect sentence, incorrect vocabulary, and correct intonation Incorrect sentence, incorrect vocabulary, and incorrect intonation Correct sentence, Correct vocabulary, and correct intonation Correct sentence, Correct vocabulary, and incorrect intonation Correct sentence, incorrect vocabulary, and correct intonation Correct sentence, incorrect vocabulary, and incorrect intonation SCORE 10 9 8 7 5 3 2 0 10 9 8 7 MAXIMUM SCORE 10 9 8 7 5 3 2 0 10 9 8 7

B

1

Incorrect sentence, Correct vocabulary, and correct intonation Incorrect sentence, Correct vocabulary, and incorrect intonation Incorrect sentence, incorrect vocabulary, and correct intonation Incorrect sentence, incorrect vocabulary, and incorrect intonation C Correct sentence, Correct vocabulary, and correct intonation Correct sentence, Correct vocabulary, and incorrect intonation Correct sentence, incorrect vocabulary, and correct intonation Correct sentence, incorrect vocabulary, and incorrect intonation Incorrect sentence, Correct vocabulary, and correct intonation Incorrect sentence, Correct vocabulary, and incorrect intonation Incorrect sentence, incorrect vocabulary, and correct intonation Incorrect sentence, incorrect vocabulary, and incorrect intonation 1 - 25 Right Answer Wrong Answer Total Gained score Total score = x 100 SCORE maksimal Approved by The principal of 99 Junior High School 1

5 3 2 0 10 9 8 7 5 3 2 0 2 0 0 0

5 3 2

10 9 8 7 5 3 2

D

50 0 80




LESSON PLAN School : 99 Junior High School Subject : English Class/Semester : VII/1 (RSBI) Genre : Functional text Theme :Skill : Listening and Speaking Time Allocation : 12 x 40 minutes A. Competence Standard: 2. Listening Understand the meaning of short and simple spoken functional text to interact with closest environment 4. Speaking Express the meaning of short and simple spoken functional text to interact with closest environment B. Basic Competence:2.1 Respond the meaning of expressions occurred in short and simple spoken functional text accurately, fluently, and acceptable to interact with closest environment 1.1 Express the meaning of expressions in short and simple spoken functional text accurately, fluently, and acceptable to interact with closest environment

C. Learning Objectives At the end of learning the students are able to: 1. Identify the characteristic of short functional text (announcement and instruction) 2. Identify the language components of short functional text (announcement and instruction) 3. Express the functional text (announcement and instruction) D. Learning MaterialExample of functional text: - Announcement Attention, please... We are going to have a final exam next week - Instruction Open your book page 13 and do the exercises! Submit your homework! etc Language components: - Simple present tense - Verb phrase (be,do/does, have/has) - WH-questions - Vocabulary: attention warning

E. Method/Technique: BKOF, MOT, JCOT and ICOT F. Teaching-Learning Activities: 1st meeting: a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about expression of apologize - Giving the learning purpose

b. Main Activities1. Listening to the model of announcement 2. Discussing the meaning of the announcement 3. Identifying the characteristics of the announcement

c.


2nd meeting a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about announcement - Giving the learning purpose b. Main Activities1. Completing the unfinished short announcement 2. In group, make an announcement

c.


3rd meeting a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about announcement - Giving the learning purpose b. Main Activities1. Performing the announcement in front of the classroom

c.


4th meeting Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about announcement - Giving the learning purpose b. Main Activities1. Listening to the model of instruction 2. Discussing the meaning of the instruction 3. Identifying the characteristics of the instruction

c.


5th meeting a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about instruction - Giving the learning purpose b. Main Activities1. Completing the unfinished short instruction

school, Dear all students of 99 junior high school, he semester, there will be an (3)??. Every (4)?. has to prepare one group to (5)?.. Since Thursday is the last day of the semester, there will be an art performance. Every classroom has to prepare one group to pe2. In group, make an instruction

c.


6th meeting a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about announcement - Giving the learning purpose b. Main Activities1. Performing the announcement in front of the classroom

c.


G. Learning Sources 1. Teachers language 2. Recorded materials H. Assessment I. Indicator, Technique, Model and Example. No A Indicator Know the expressions occured in spoken short functional text in the form of announcement and instruction Give announcement and instruction Technique Type Examples Listen to the dialogue and complete the announcement below! Give the announcement/instruct ion to your friends! Written test Short answer

B

Oral test

Performance test

-

II. Assessments Instrument A. Listen and complete the announcement below!

B. Give announcement to your friend! III. Assessments Rubric NO ASPECT BEING ASSESED SCORE Score Maximum

A B

1-5 1

Right Answer Wrong Answer Correct sentence, Correct vocabulary, and correct intonation Correct sentence, Correct vocabulary, and incorrect intonation Correct sentence, incorrect vocabulary, and correct intonation Correct sentence, incorrect vocabulary, and incorrect intonation Incorrect sentence, Correct vocabulary, and correct intonation Incorrect sentence, Correct vocabulary, and incorrect intonation Incorrect sentence, incorrect vocabulary, and correct intonation Incorrect sentence, incorrect vocabulary, and incorrect intonation Total Gained score

2 0 10 9 8 7 5 3 2 0 0

10 0 10 9 8 7 5 3 2

20

Total score = x 100 SCORE maksimal Approved by The principal of 99 Junior High School Jakarta, July 2010 English Teacher



LESSON PLAN School : 99 Junior High School Subject : English Class/Semester : VII/1 (RSBI) Genre : Functional text Theme :Skill : Listening and Speaking Time Allocation : 12 x 40 minutes A. Competence Standard: 2. Listening Understand the meaning of short and simple spoken functional text to interact with closest environment 4. Speaking Express the meaning of short and simple spoken functional text to interact with closest environment B. Basic Competence:2.2 Respond the ideal meaning occurred in short and simple spoken functional text accurately, fluently, and acceptable to interact with closest environment 1.2 Express the ideal meaning in short and simple spoken functional text accurately, fluently, and acceptable to interact with closest environment.

C. Learning Objectives At the end of learning the students are able to: 1. Identify the characteristic of shopping lists and recipes 2. Identify the language components of shopping lists and recipes 3. Express the functional text shopping lists and recipes D. Learning MaterialExample of functional text: - Shopping lists - Recipes Language components: - Simple present tense - Verb phrase (be,do/does, have/has) - WH-questions - Vocabulary: attention warning

E. Method/Technique: BKOF, MOT, JCOT and ICOT F. Teaching-Learning Activities: 1st meeting: a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about expression of instruction - Giving the learning purpose b. Main Activities1. Listening to the model of shopping lists 2. Discussing the meaning of the shopping lists 3. Identifying the characteristics of the shopping lists

c.

Closing

1. Ask the difficulties among the learning process. 2. Make conclusion of learning material. 3. Inform the students about the next lesson 2nd meeting a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about shopping lists - Giving the learning purpose b. Main Activities1. Completing the unfinished short shopping lists 2. In group, make a shopping lists

c.


3rd meeting a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about shopping lists - Giving the learning purpose b. Main Activities1. Performing the shopping lists in front of the classroom

c.


4th meeting a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about shopping lists - Giving the learning purpose b. Main Activities1. Listening to the model of recipes 2. Discussing the meaning of the recipes 3. Identifying the characteristics of the recipes

c.


5th meeting a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about recipes - Giving the learning purpose b. Main Activities1. Completing the unfinished short recipes 2. In group, make an recipes

c.


6th meeting a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about recipes - Giving the learning purpose b. Main Activities1. Performing the recipes in front of the classroom

c.


G. Learning Sources 1. Teachers language 2. Recorded materials H. Assessment I. Indicator, Technique, Model and Example. No A Indicator Know the expressions occured in spoken short functional text in the form of shopping lists and recipes Give shopping lists and recipes Technique Type Examples Listen to the dialogue and complete the shopping lists and recipes below! Show the shopping lists and recipes to your friends! Written test Short answer

B

Oral test

Performance test

-

II. Assessments Instrument A. Listen and circle the things below! 1.

2.

3.

4.

5.

B. Give announcement to your friend! III. Assessments Rubric NO A B 1-5 1 ASPECT BEING ASSESED Right Answer Wrong Answer Correct sentence, Correct vocabulary, and correct intonation Correct sentence, Correct vocabulary, and incorrect intonation Correct sentence, incorrect vocabulary, and correct intonation Correct sentence, incorrect vocabulary, and incorrect intonation Incorrect sentence, Correct vocabulary, and correct intonation Incorrect sentence, Correct vocabulary, and incorrect intonation Incorrect sentence, incorrect vocabulary, and correct intonation Incorrect sentence, incorrect vocabulary, and incorrect intonation Total Gained score Total score = x 100 SCORE maksimal Approved by The principal of 99 Junior High School Jakarta, July 2010 English Teacher SCORE 2 0 10 9 8 7 5 3 2 0 0 20 Score Maximum 10 0 10 9 8 7 5 3 2



Happy Birthday! We wish all the best for you!

LESSON PLAN School : 99 Junior High School Subject : English Class/Semester : VII/1 (RSBI) Genre : Functional Text Theme :Skill : Reading and Writing Time Allocation : 8 x 40 minutes A. Competence Standard: 5. Reading Understand the meaning of short and simple written functional text related to closest environment 6. Writing Express the meaning of short and simple written functional text to interact with closest environment B. Basic Competence:5.1 Read aloud meaningfully word, phrase, and sentence with acceptable pronunciation, stress, and intonation related to closest environment 6.1 Express the ideal meaning of short and simple written functional text using various written expressions accurately, fluently, and acceptable to interact with closest environment

C. Learning Objectives At the end of learning the students are able to: 1. Read aloud the functional text (greeting card) 2. Identify the language components of functional text (greeting card) 3. Make functional text (greeting card) D. Learning Material

Language Components: - Tense: Simple present tense, Simple future tense - Vocabulary: Happy Birthday, greeting card, meeting

E. Method/Technique: BKOF, MOT, JCOT and ICOT F. Teaching-Learning Activities: 1st meeting: a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about expression of instruction and prohibition - Giving the learning purpose b. Main Activities1. Giving attention to the model of reading aloud the greeting card 2. Discussing the meaning of greeting card 3. Reading aloud the greeting card

c.

Closing 1. Ask the difficulties among the learning process. 2. Make conclusion of learning material.

3. Inform the students about the next lesson 2nd meeting: a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about expression of greeting card - Giving the learning purpose b. Main Activities1. Giving attention to the greeting card 2. Discussing the characteristic of greeting card 3. Copying greeting card

c.


3rd meeting: a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about expression of greeting card - Giving the learning purpose b. Main Activities1. Giving attention to the model of reading aloud the greeting card 2. In pairs, rearrange jumble greeting card 3. Doing written test to evaluate students

c.


4th meeting: a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about expression of greeting card - Giving the learning purpose b. Main Activities1. In group of four, make greeting card

c.


G. Learning Sources 1. Teachers language 2. Greeting cards H. Assessment I. Indicator, Technique, Model and Example. No Indicator Technique Type Examples

Marry Christmas ons on your wedding, onBirthday! start a brand new step of life. Happy Iedyour newly born baby! Mubarak Happy & Congratulations youve just ons on your wedding, youve just start a brand new step of life. May AllahWe wish all the best for every situation! will always bless us in you! Happy New Year!

A

Reading aloud short written functional text with accurate intonation, stress, and pronunciation Identify kinds of greeting card and instruction Make the short written functional text

Oral

Performance test

-

Read aloud the greeting card below!

B C

Written Written

Multiple choice Essay

-

Make a line to connect the pair of it In group of four, make the greeting card of the class meeting

II. Assessments Instrument A. Read aloud the greeting card below!

B. Make a line to connect the pair of it Birthday Card

Wedding Card Christmas Card

Idul Fitri Card

Newly Born Card C. In group of four, make the greeting card of the class meeting III. Assessments Rubric NO A 1 ASPECT BEING ASSESED Correct pronunciation, Correct intonation, Correct stress Correct pronunciation, Correct intonation, Incorrect stress Correct pronunciation, Incorrect intonation, Correct stress Correct pronunciation, Incorrect intonation, Incorrect SCORE 10 8 6 5 MAXIMUM SCORE 10 8 6 5

B C

1-5 1

stress Incorrect pronunciation, Correct intonation, Correct stress Incorrect pronunciation, Correct intonation, Incorrect stress Incorrect pronunciation, Incorrect intonation, Correct stress Incorrect pronunciation, Incorrect intonation, Incorrect stress Right Answer Wrong Answer Correct sentence, Correct vocabulary, and correct punctuation Correct sentence, Correct vocabulary, and incorrect punctuation Correct sentence, incorrect vocabulary, and correct punctuation Correct sentence, incorrect vocabulary, and incorrect punctuation Incorrect sentence, Correct vocabulary, and correct punctuation Incorrect sentence, Correct vocabulary, and incorrect punctuation Incorrect sentence, incorrect vocabulary, and correct punctuation Incorrect sentence, incorrect vocabulary, and incorrect punctuation Total

4 3 2 0 2 0 10 9 8 7 5 3 2 0 0 0

4 3 2 0 10 10 9 8 7 5 3 2

40

Gained score Total score = x 100 SCORE maksimal Approved by The principal of 99 Junior High School Jakarta, July 2010 English Teacher



LESSON PLAN School : 99 Junior High School Subject : English Class/Semester : VII/1 (RSBI) Genre : Functional Text Theme :Skill : Reading and Writing Time Allocation : 8 x 40 minutes A. Competence Standard: 5. Reading Understand the meaning of short and simple written functional text related to closest environment 6. Writing Express the meaning of short and simple written functional text to interact with closest environment B. Basic Competence:5.2 Respond the meaning of short and simple written functional text accurately, fluently, and acceptable related to closest environment 6.2 Express rhetoric steps of short and simple written functional text using various written expressions accurately, fluently, and acceptable to interact with closest environment

C. Learning Objectives At the end of learning the students are able to: 1. Identify the language components of functional text (advertisement) 2. Make functional text (advertisement) D. Learning MaterialAdvertisement Language Components: - Tense: Simple present tense, Simple future tense - Vocabulary: Party, Sale, etc

E. Method/Technique: BKOF, MOT, JCOT and ICOT F. Teaching-Learning Activities: 1st meeting: a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about expression of greeting cards - Giving the learning purpose b. Main Activities 4. Giving attention to the model of reading aloud the advertisement 5. Discussing the meaning of advertisement 6. Reading aloud the advertisement c. Closing 1. Ask the difficulties among the learning process. 2. Make conclusion of learning material. 3. Inform the students about the next lesson 2nd meeting: a. Opening

- Greeting - Checking students attendance list - Reviewing the previous lesson about expression of advertisement - Giving the learning purpose b. Main Activities 4. Giving attention to the advertisement 5. Discussing the characteristic of advertisement 6. Copying advertisement c. Closing 1. Ask the difficulties among the learning process. 2. Make conclusion of learning material. 3. Inform the students about the next lesson 3rd meeting: a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about expression of advertisement - Giving the learning purpose b. Main Activities 4. Giving attention to the model of reading aloud the advertisement 5. In pairs, rearrange jumble advertisement6. Doing written test to evaluate students

c.


4th meeting: a. Opening - Greeting - Checking students attendance list - Reviewing the previous lesson about expression of advertisement - Giving the learning purpose b. Main Activities 2. In group of four, make advertisement c. Closing 1. Ask the difficulties among the learning process. 2. Make conclusion of learning material. 3. Inform the students about the next lesson G. Learning Sources 3. Teachers language 4. Recorded materials H. Assessment I. Indicator, Technique, Model and Example. No A Indicator Reading aloud advertisment with accurate intonation, stress, and pronunciation Technique Oral Type Performance test Multiple choice Essay Examples Read aloud the advertisement below! Choose the best answer!

B C

Identify kinds of advertisement Written Make the advertisement Written

-

-

In group of four, make the advertisement

II. Assessments Instrument A. Read aloud the advertisement below!

B. Choose the best answer!

1. 2. 3. 4. 5.

What kind of advertising is the advertising above? What kind of product that sold in the advertising above? How much does the product costs? What is the special offer in the advertisement? What is the company that make this advertisement?

C. In group of four, make the greeting card of the class meeting III. Assessments Rubric NO A 1 ASPECT BEING ASSESED Correct pronunciation, Correct intonation, Correct stress Correct pronunciation, Correct intonation, Incorrect stress Correct pronunciation, Incorrect intonation, Correct stress Correct pronunciation, Incorrect intonation, Incorrect stress Incorrect pronunciation, Correct intonation, Correct stress Incorrect pronunciation, Correct intonation, Incorrect stress Incorrect pronunciation, Incorrect intonation, Correct stress Incorrect pronunciation, Incorrect intonation, Incorrect stress Right Answer Wrong Answer Correct sentence, Correct vocabulary, and correct punctuation SCORE 10 8 6 5 4 3 2 0 2 0 10 0 10 MAXIMUM SCORE 10 8 6 5 4 3 2 0 10

B C

1-5 1

Correct sentence, Correct vocabulary, and incorrect punctuation Correct sentence, incorrect vocabulary, and correct punctuation Correct sentence, incorrect vocabulary, and incorrect punctuation Incorrect sentence, Correct vocabulary, and correct punctuation Incorrect sentence, Correct vocabulary, and incorrect punctuation Incorrect sentence, incorrect vocabulary, and correct punctuation Incorrect sentence, incorrect vocabulary, and incorrect punctuation Total Gained score Total score = x 100 SCORE maksimal

9 8 7 5 3 2 0 0

9 8 7 5 3 2

40

Approved by The principal of 99 Junior High School




Lesson Plan Vii-1

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Transcript of Lesson Plan Vii-1