ELT METHODOLOGI: ELT METHOD TASK: ATIN PURWADI (0813042021) LESSON PLAN CONDUCTING BY CLT METHOD

LESSON PLAN CONDUCTING BY CLT METHOD

(An Assignment of English Teaching Method)

Arranged by:

Atin Purwadi

SRN: 0813042021

ENGLISH DEPARTMENT

EDUCATION AND PEDAGOGY FACULTY

UNIVERSITY OF LAMPUNG

2011

LESSON PLAN CONDUCTING BY CLT METHOD

School : SMA Negeri 1 Batanghari

Subject : English

Grade/semester : XI /1^st

Meeting : 1^st

Time Allocation : (2 x 45 minutes)

Skill : Speaking

Type of text : Descriptive text

I. STANDARD COMPETENCE

To express the meaning within the formal and non-formal transactional and interpersonal conversation accurately, fluently, and acceptably in daily life context.

II. BASIC COMPETENCE

To express the meaning of monologue text accurately, fluently, and acceptably use descriptive in variety spoken language.

III. INDICATORS

a) Students are able to comprehend the passage of the descriptive text.

b) Students are able to determine the generic structure of descriptive text.

c) Students are able to express and present confidently something using the analogy of descriptive text.

IV. OBJECTIVES

a)Having ability to determine the generic structure of descriptive text.

b) Having ability to express and present confidently something using the analogy of descriptive text in front of class.

V. MATERIAL

The materials are related to descriptive text. In here the text are talking about Prambanan Temple:

Descriptive text	Generic Structures
Prambanan is the largest Hindu temple compound in central java in Indonesia located approximately 18 km east of Jogjakarta.	General Statement
The temple is a UNESCO world heritage site and is one of the largest Hindu temples in south-east Asia. It is characterized by its tall and pointed architecture typical of Hindu temple architecture and by the 47m high central building inside a large complex of individual temples. It was built around 850 CE by either Rakai Pikatan, king of the second Mataram dynasty or Balitung Maha Sambu, during the Sanjaya dynasty. Not long after its construction the temple was abandoned and began to deteriorate. Reconstruction of the compound began in 1918. The main building was completed in around 1953. Much of the original stonework has began stolen and reused at remote construction sites. A temple will only be rebuilt if at least 75% of the original stones are available and therefore only the foundation wall of most of the smaller shrines are now visible and with no plans for their reconstruction.	Explanation
The temple was damaged during the earthquake in java in 2006. Early photos suggest that although the complex appears to be structurally intact damage is significant. Large piecies of debris including carvings were scattered over the ground. The temple has been closed to the public until damage can be fully assessed. The head of Yogyakarta archeological conservation agency stated that “it will take months to identify the precise damage.” However some weeks later in 2006, the site reopened for visitors for visitors. The immediate surroundings of the Hindu temples remain off-limits for safety reason.	Closing

VI. TECHNIQUE

a) Practice in pairs.

b) Perform in front of the class.

VII. TEACHING LEARNING ACTIVITY

1) Pre-Activity (10 minutes)

· praying and greeting

· teacher checks the attendance list

· teacher asks students about their activity throughout weekend, and ask one of them to tell his/her story about their home

· teacher asks the student to mention the things that they usually see in their home, such as farmer tool

· Teachers explain the material that they will teach is about the descriptive text of object in student’s daily activities and repeat the previous material briefly.

2) while Activity (75 minutes)

There are three main activities:

1. Work in group (15 minutes):

· the teacher prepared some of the descriptive text in surrounding context, such as about farming tools. teacher should ensure count the group to provide each group with different text.

· Then teacher divide class become several groups maximum four students in a group. Teacher writes down the order of generic structure on the board.

· Then teacher cut a paragraph become several parts based on the number of generic structure of descriptive text.

· Each group gets the disordered paragraph then they should discuss and order them properly, one of each group will be the representative and come in front to match each part correctly.

2. Work in pairs (10 minutes):

· teacher prepare some of picture relating to the surrounding of the school, such as farming tools and/or farming pests.

· Then student will get the picture card and they should describe the thing which they have got to their chairmate in order to their chairmate can guess what it is.

3. Work individually (50 minutes):

· teacher prepare some picture of farming tools and/or faming pests which is still related to the activity 2.

· Teacher will give each student work paper.

· Each student will come in front and will get two pictures.

· Then student is called one by one randomly to come in front of the class to describe the pictures that have been given to them. The pictures are same with the activity 2 relating with farming tools and farming pest.

· While a student comes in front the others guess and fill the work sheet.

3) post Activity (5 minutes)

· teacher will ask the comment of the activities that have been done and give student motivation to keep study English hard.

· Teacher close the meeting.

VIII. SOURCE

www.google.com

IX. MEDIA

· Picture of farming tools

· work sheets

· board

X. EVALUATION

1) Technique : performance

2) Form: work in groups, pairs and individually.

3) Scoring system:

Aspect	Score	Explanation	Percentage
Pronunciation	100 75 50	· Easy to understand and have a native accent · Easy to understand but sometime have some mistakes in the pronunciation · difficult to understand because have many mistakes in the pronunciation	40 %
Grammar	100 70 40	· There is no or just a few mistakes of grammar · Some times make mistakes in grammar but it does not influence the meaning · There are many mistakes in grammar and it influences the meaning	30 %
Fluency	100 75 50	· Fluent · Fluency is disturbed by language problem · Some times the pronunciation is stop because the problem of language	15 %
Confidence	100 75 50	· Good · Enough · Bad	15 %

4) Instrument of evaluation:

Activity 1:

Direction: match the disordered part of a descriptive text with its appropriate generic structures. Them one of your friend in each group will be representative to stick the correct order against the board.

Disordered descriptive text 1:

Disordered descriptive text 2:

Disordered descriptive text 3:

Activity 2:

Direction: you have to work in pair with your chairmate. a student is A and the other one is B. A should describe the thing about the characteristics of the thing in order to B can guess what it is. And then change conversely. You may choose one of the pictures below!

Scythe

Garden Cart

Activity 3:

Direction: you should describe the characteristic of the things in order to your friends can guess it! (Teacher chooses two of the picture combinations of farming tools and farming pest). While the others try to guess and fill the worksheet based on your descriptions.