Expressing the meaning of very simple transactional and interpersonal conversation in daily life context in French.
Basic Competence
Expressing the meaning of simple transactional (to get things done) and interpersonal (socialization) formal and informal conversation accurately, fluently and acceptable in daily life conversation such as an introduction.
Indicators
• The students are able to use and respond an introduction French.
• The students are able to use and respond Wh-question in French.
Teaching Procedures
a. Pre-Activities
1.The teachers greet the students and check the students’ attendance list.
2.Teacher explains the material about Language of France.
b.While Activities
Teacher’sStudents’
·Read the dialogue Listen
·Read the dialog sentence by sentence and
ask students to repeat it (3-6 times)
(if the teacher detects an error , teacher correct it
and ask the students to repeat it)- Repeat after teacher
·Divide the students become 2 group,- Practice
one group as 1st speaker and another as
2nd speaker, then practice the dialog
·Ask 5- 6 students to do the conversation
with the teacher (drill the students)- Respond
·Ask the students to practice the dialog in pairs- Practice
·Ask the students to practice the dialog in pairs
In front of the class
c.Post-Activity
1.The teacher concludes the material that has been learned.
2.The teacher asked the student how they feel after learn the material.
Source
The conversation book.
Media
1.Dialogue script
2.French Dictionary
Method
ALM (Audio Lingual Method)
Technique
·Drilling
·Practice in pairs
·Performance in front of class
·
Material
Teacher: Good Afternoon
Bonjour(repeat)
Selamat siang
Students: Bonjour
Teacher: Good Afternoon too
Aussi bonne journée
Selamat siang juga
How are you?
Comment vous?
Apa kabar?
Students : Aussi bonne journée
Comment vous?
Teacher: I am fine
J’ai de bones novellas
Kabar saya baik
How are you?
Comment vous?
Apa kabar?
Students : J’ai de bones novellas
Comment vous?
Teacher: I am very well, thank you
Je suis très bien, merci
Kabar saya sangat baik, terima kasih
What is your name?
Quell est. ton nom?
Siapa nama mu?
Students : Je suis très bien, merci
Evaluation
The teacher asked the students to make another conversation based on what the students have learnt.
ENGLISH DEPARTEMENT OF EDUCATION AND TEACHER LEARNING FACULTY OF LAMPUNG UNIVERSITY
2010
LESSON PLAN
School : SMPN 13 Bandar Lampung
Subject : English Language
Skill : Speaking
Grade/Semester : IX / 1st
Time Allocation : 2 times meeting (4 x 40 minutes)
A. Standard Competence
To be able to use foreign language (English language) as a means of communication.
B. Basic Competence
To be able to communicate in the target language with native-speaker-like pronunciation.
C. Indicator
Language learners know how to respond short simple conversation using oral language.
D. Objective
Language learners are able to comprehend the foreign language (English language) when it spoken at normal speed and concerned with ordinary matters,
language learners be able to speak in acceptable pronunciation and grammatical correctness.
E. Material
Students listen to the teacher while the teacher read the dialogues.
1. Anna is talking to her brother, Andy, about the weather.
Anna : “It is cloudy. Are you sure you will go out?”
Andy : “Why not? It is Saturday night”
Anna : “It’s going to rain”.
Andy : “I’m not sure. There are stars on the sky.”
2. Anna is going to her grandfather’s house. She is riding her motorcycle with her
brother.
Anna : “Are you sure it’s the way to our grandfather’s house?”
Andy : “Certainly. This way!”
3. Andy is going to see a basketball match.
Anna : “Our basketball team will be the champion. Are you certain?”
Andy : “I’m not sure, because most of the teams are good enough.”
F. Technique
Dialogue.
Drilling.
Practice.
G. Study Activities
1. Pre Activities (15 minutes)
Greeting to the students and the students respond the teacher’s greeting.
Asking the students’ current condition.
Asking the chairman of the class to lead praying.
Checking the attendant list.
Giving the small chat about the material which will be discussed to know the students’ basic knowledge about material.
2. While Activities (50 minutes)
The language teacher gives a brief summary of the content of the dialogue. The dialogue is not translated but equivalent translation of key phrases should be given in order for the language learners to comprehend the dialogue.
The language learners listen attentively while the teacher reads or recites the dialogue at normal speed several times. Gestures and facial expressions or dramatized actions should accompany the presentation.
Repetition of each line by the language learners in chorus is the next step. Each sentence may be repeated a half dozens of times, depending on its length and on the alertness of the language learners. If the teacher detects an error, the offending learner is corrected and is asked to repeat the sentence. If many learners make the same errors, chorus repetition and drill will be necessary.
Repetition is continued with groups decreasing in size, that is, first the two halves of the class, then thirds, and then single rows or smaller groups. Groups can assume the speaker’s roles.
Pairs of individual learners now go to the front of the classroom to act out of the dialogue. By this time they should have memorized the text.
3. Post Activities (15 minutes)
Reviewing about the materials whether the students have something that didn’t understand.
Giving a chance for the students to ask about the materials.
Closing the activities by giving the students some motivations, wishes, and closing greeting.
H. Source and Media
Relevant dialogue.
I. Evaluation and Assessment
Technique : Oral test.
Form : Simple short conversation.
Instrument : The teacher reads the text first, and then the students
answer in the blank.
1. Anna is talking to her brother, Andy about the weather.
Anna : “It is cloudy. ............... you will go out?”
Andy : “..................... It’s Saturday night.”
Anna : “It is going to rain.”
Anna : “...................... There are stars on the sky.”
2. Anna is going to her grandfather’s house. She is riding her motorcycle with her
brother.
Anna : “...................... it’s the way to our grandfather’s house?”
Andy : “...................... This way!”
3. Andy is going to see a basketball match.
Anna : “Our basketball team will be the champion. ......................?”
Andy : “......................, because most of the teams are good enough.”
Answer Key:
1. Anna : “It is cloudy. Are you sure you will go out?”
Andy : “Absolutely. It’s Saturday night.”
Anna : “It is going to rain.”
Andy : “I’m not certain. There are stars on the sky.”
2. Anna is going to her grandfather’s house. She is riding her motorcycle with her
brother.
Anna : “Are you sure it’s the way to our grandfather’s house?”
Andy : “Certainly. This way!”
3. Andy is going to see a basketball match.
Anna : “Our basketball team will be the champion. Are you certain?”
Andy : “I’m not sure, because most of the teams are good enough.”
Criteria
Real correct utterance, correct intonation, fluent uttering.
Real correct utterance, correct intonation, not fluent uttering.
Real correct utterance, wrong intonation, not fluent uttering.
Incorrect utterance, wrong intonation, not fluent uttering
ENGLISH EDUCATION
LANGUAGE AND ART DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF LAMPUNG
BANDAR LAMPUNG
2010
SILABUS
Sekolah : SMP
Kelas : VII ( Tujuh)
Mata Pelajaran : Bahasa Inggris
Smester : 2 ( Dua)
Standar Kompetensi : 8. Mendengarkan
Memahami makna dalam teks lisan fungsional dan monolog pendek sangat sederhana yang berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.
Kompetensi dasar Materi pokok pembahasan Kegiatan pembelajaran Indicator penilaian Alokasi waktu Sumber belajar
teknik Bentuk instrumen Contoh instrumen
8.1 merespon makna yang terdapat dalam monolog sangat sederhana secara akurat, lancer dan berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk descriptive, dan procedure * teks monolog
Berbentuk:
Descriptive
Procedure
*kosakata terkait tema/jenis teks
*cirri kebahasaan teks descriptive dan procedure
*langkah retorika teks descriptive/ procedure
1.mendengarkan dan merespon tentang berbagai hal yang terkait tema /jenis teks yang dibahas
2.memperhatikan penjelasan tentang kosa kata dan tatabahasa yang muncul dalam teks descriptive/ procedure
3.mendengarkan model monolog teks descriptive/ procedure
4.menjawab pertanyaan secara lisan tentang isi teks descriptive/ procedure
5.menyebutkan fungsi komunikatif teks yang didengar
6.mengidentifikasi kata kerja dari teks yang didengar
7.mendengarkan teks descriptive/ procedure lainnya *merespon informasi dalam teks lisan monolog berbentuk:
descriptive
procedure
*menentukan cirri kebahasaan teks yang didengar
*menentukan fungsi komunikatif teks yang didengar Tes lisan
Tes tulis
penugasan Pertanyaan lisan
Pilihan ganda
T/F
Completion
Tugas rumah Listen and answer the following question
Listen to the text and choose the best answers by crossing a, b, c or d
Listen and make a draftof retelling descriptive/ procedure text
2*40 menit Script text monolog descriptive /procedure dalam buku guru
Rekaman text monolog descriptive / procedure
LESSON PLAN
School Level : Junior High School
Subject : English
Class : VII
Time Allocation : 2 x 40 minutes
Semester : 2
Basis of Genre : procedure
I. Standard competence
To understand the meaning in the short functional text and essay in the form explanation, narrative, news item, recount, hortatory, procedure text in daily life context and to access the knowledge.
Basic competence
To Respond the meaning and the rhetoric step of written essay in the form of explanation, narrative, spoof and hortatory text accurately, fluently, and communicatively in daily life context and to access the knowledge of the text in the form of explanation, narrative, spoof, and procedure.
II. LEARNING OBJECTIVES
The students are able to understand procedure text.
INDICATORS
1. The students are able to make a procedure of genre.
2. The students are able to identify the generic structures of procedure text.
3. The students are able to identify the language features which used in procedure text.
III. MATERIAL
Procedure text
Procedure is a text which tells us how something is accomplished trough a sequence of actions or steps.
Social function : to inform and to direct someone on how to do something
Generic structure :
1. goal[often indicated in the heading]
2. materials[listed in order of use]
3. method[steps oriented towards achieving the goal]
Language features : 1. Using temporal conjunction
2. Using action verb
3. Using simple present tense
The Example procedure text :
How to Make Tea
Materials:
- hot water
- tea
- sugar
- glass/cup
Steps:
1. First, prepare all the materials
2. Then, boil the water
3. Third, put the tea and sugar into the glass
4. Next, pour hot water into the glass
5. Then, stir the sugar, tea, and hot water at once until the sugar dissolves and the water becomes hard brown
6. Finally, the tea is ready to serve
Task 1. answer the following questions.
1. what is the goal of the text above ?
2. what is the main idea of the procedure text?
3. what do you need to make a tea become sweet?
4. what is the color of water after stirring the sugar ,tea and hot water?
IV. Teaching learning activities
Pre-activities
1. The teacher greets the students.
2. The teacher checks the students attendance list.
3. The teacher tries to brainstorm the students with the question relate to the material.
10 minutes (07.30-07.40)
While Activities
4. The teacher gives students the material to make SUPERBUBUR.
5. The teacher asks students to follow her instruction to make SUPERBUBUR.
6. The teacher asks students to mention the material and the procedure of making SUPERBUBUR.
7. The teacher explains about the procedure text.
8. The teacher gives game to the students.
9. The teacher gives the work sheet to the students.
10. the teacher asks students to answer questions.
11. The teacher asks students to submit their work.
60 minutes (07.40-08.50)
Post Activities
12. The teacher reflects the subject which has been discussed.
13. The teacher asks the students difficulties in understanding the lesson.
14. The teacher gives homework to make a procedure text.
15. The teacher closes the meeting while greeting the students.
V. Media
Printed text
III. Method
Communicative Language Learning ( CLL )
IV. Source
Sudarwati and Eudia Grace.2006. Look Ahead: An English Course for Senior High School Students Year X, Science and Social Study Program. Jakarta: Erlangga.
IIV. Scoring system
1. If the all answers are correct, the maximum score is 100
1 right*25=25
1 right*25=25
1 right*25=25
1 right*25=25
=100
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.
