TEACHING ENGLISH AS A FOREIGN LANGUAGE
ARGUMENTATIVE TEXT
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By :
APAREL SHEKA RISDANTI
NPM: 0613042059
Lecturer : Mr. Hery Yufrizal
Subject : Teaching English As A Foreign Language
LANGUAGE AND ART DEPARTMENT
ENGLISH STUDY PROGRAM SI REGULAR
TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
2010
LESSON PLAN
School Level : Senior High School
Teacher : Aparel Sheka Risdanti
Subject : English
Class : X
Semester : 2
Topic : Agree and Disagree
Skill : Speaking
Approach : Communicative Language Teaching
Time : 2 x 45 minutes
A. Standard Competence
Examining the art of argumentation while studying the definition of the terms controversial (pro and contra). They determine how to see both sides of a controversial issue. They participate in an oral argument based on a participation guide they receive in advancement.
B. Basic Competence
Responding the information by showing students interpersonal opinion accurately, fluently, and acceptably in the form of argumentative text. Exploring how arguments are constructed in order to make them effective.
C. Materials
· Theme : Argumentative Text
· Sub Theme : Arguing and explaining in a way of critical thinking
1. A kind of text which is to create good arguments by exploring the basic structure of an argumentative text. The titles of texts are “TV or NOT TV” and “A GOOD PARENT”.
2. Responding about their position on the topic by showing agree or disagree related to the topic given.
3. Using interpersonal opinion in giving an argument.
4. Vocabulary Enrichment.
D. Indicators
1. Students are able to argue to give reasons in order to convince people
2. Students are able in giving explanations about some information
3. Students show the idea of agree and disagree
4. Student attempt to construct an argument by repeating their opinion more emphatically by using “I think……… So, we should…….”
5. Students critically evaluate arguments and draw conclusions about each argument.
6. In this argumentative writing worksheet, students will read a paragraph argumentative essay and write a short response about their position on the topic.
7. Students will read an example of an argumentative essay. Then students will write some notes to show how the argument explains both sides of the issue.
8. Students will enrich some vocabulary from the argumentative text are given.
9. Students activities are involve the communication to promote language learning.
10. Students are able to engage in meaningful and authentic language use for learning to take a place.
E. Procedures
A. Gathering Information/Lead in/Post activity
1. Greet the student
2. Game:
· Teacher prepare an argumentative text
· The argumentative text divided into five piece of papers and stick them on the wall
· Teacher asks student to make at least 4 groups, each group consists of 5 students.
· Each students become the experts, for example student one becomes an expert one and she/he should go and read the first paper which has been stick on the wall
· After experts read the information that they’ve got, they should share it to their group.
· So, each student will know about the complete information.
· Finally, Teacher will ask each group to explain the information, in order to know about their comprehending.
3. Teacher lead in students to the material by asking “In your opinion, what kind of text have you just read?”
WORKSHEET 1
TV or NOT TV?
Television is a major source of news, information, and pleasure. My family loves television. My earliest memories are watching. I think we had five television sets at home, the bedrooms, the kitchen, everywhere. At least one television was on all of the time, because sometime we need entertainment.
I went to university, I lived in a dormitory my first year. Of course, I had a TV, so I continued watching my favorite programs. I started watching more TV to help me relax. But after while, I realize I had a problem and I felt stressed in my environment.
Soon, I was spending more time watching TV than I was on homework. Plus, I didn’t have a lot of friend. At the end of my first year, my grades weren’t very good. And I was really disappointed in my self.
I made up my mind to do better. I walked into my dormitory, and started to turn the TV on. But then an idea popped into my head “Stop watching TV!” Suddenly it became crystal clear: my old friend television was really my enemy. It had kept me from getting good grades, and making friends.
I gave my television, and I’ve never looked back. I started doing better in school, made more friends, and actually started having more energy. I have vowed that television will never again be a major part of my life.
· AGREE (Our lives would be better if we didn’t watch TV)
Supporting statement: Some TV programs are valuable but some are a waste time and when people watch a lot of television, they will gain weight.
· DISAGREE (Television is an important part of our lives)
Supporting statement: Television is a major source of news, information, and pleasure and sometime we need entertainment.
B. Whilst Activity
1. Teacher prepares another argumentative texts title, the argumentative text is informing pro and contra information (still in a group).
2. Teacher divided the group into pro and contra group.
3. Teacher asks “What do you think about ……?”
4. Students will respond by saying “I think ………. So, we should…….”
5. Students show their idea by giving reasons about agree and disagree through the text which they have got.
6. Teacher asks student to elaborate their idea in writing.
7. Discussing about vocabulary enrichment.
WORKSHEET 2
A GOOD PARENT
I’m adopted. Now, that’s not the hard thing to believe. A lot of people are adopted. What’s different is my parents. I don’t have your traditional mother and father. I have two fathers. I was adopted by two men, a gay couple. My two fathers are the only parents I’ve ever known
My parents are great. Really open, really supportive. I’ve always been able to talk to them about important things, school, and problems I’m having. They are really easy to talk to. I don’t have to hide things like some of my friends have to hide from their parents.
I know exactly what are you thinking. You’re thinking, “Someone with two gay fathers must be gay, right?” well, actually I’m not. And no, my parents aren’t disappointed. They accept me just the way I’m. They even met my girlfriend, Denise, and they think she’s great.
It hasn’t always been easy, though. Once, when I was about twelve, I invited a friend, a guy named Rick, over to my house. When Rick met my two fathers, he didn’t say anything. But later, Rick’s parents told him that he wasn’t allowed to be my friend anymore. They said I wasn’t a “good influence” on their son.
Even worse, they called my school. They complained about my parents, and said my parents were corrupting the kids. For no reason. Well, to make a long story short. I actually ended up leaving that school and going over to a new one.
I don’t regret any of the hard times, though. They’ve taught me a lot about life, and I’ve learned that I can really count of my parents. People ask what it takes to be a good parent and I will tell you: being a good parent has nothing to do with gender. It’s all about love.
· AGREE (Love is what makes a good family)
Supporting statement: Same gender couples are like anyone else, they can be very loving parents. Parents for orphans are needed. Gender doesn’t matter.
· DISAGREE (Children brought up by same gender parents will have many problem in society
Supporting statement: These children will not able to overcome social pressure and prejudice. Society will not accept them and will threat them badly.
WORKSHEET 3
VOCABULARY ENRICHMENT
Match the meaning of these words below..
Adopted sad, upset
Traditional accuse, say bad things about
Gay permitted to
Supportive trust, rely on
Disappointed sex, being male or female
Allowed to raised by another family
Good influence positive, giving
Complain about a good companion for
Corrupting normal, typical
Regret homosexual
Count on being a bad influence on
Gender feel sad about something happened
C. Post Activity
1. Teacher gives a new case ‘Say “NO” to computer games’ to be their homework.
2. Teacher makes the rules to do the homework.
- Rules:
· Making two paragraphs.
· First paragraph consists of general knowledge of the case.
· Second paragraph consists of the reason agree or disagree.
F. Media
1. Text
2. Supplementary (Flash Cards)
3. Worksheet
4. Magazines
G. Source
1. Impact Values published by Pearson Longman
2. C n S Magazine
H. Evaluation
· Teacher scores the students’ comprehension of argumentative text in the skills of reading, writing, and speaking by considering these three tests:
· Cognitive : content (comprehension)
· Psychomotor : fluency and pronunciation
· Affective : performance
1. Written test : Students should make at least two paragraphs of argumentative text about the topic that given by teacher and students should express their opinion agree or disagree then try to elaborate it.
Scoring
No | Name | Content 25% | Accuracy 25% | Coherency & Cohesiveness 25% | Punctuation 25% | Score 100% |
2. Oral test : Teacher prepares some cases of argumentative texts and asks students opinion through the cases by using “I think … So, we should…” (interpersonal opinion)
Scoring
No | Name | Content 25% | Fluency 25% | Pronunciation 25% | Performance 25% | Score 100% |
3. Performance test : Debating. Students are divided into two group (pro and contra) then teacher gives a case to be argued by them.
Scoring
No | Name | Content 25% | Fluency 25% | Pronunciation 25% | Performance 25% | Score 100% |
very complete, i think...
BalasHapus