bhs inggris x

L E S S O N P L A N

School Unit : SMA Negeri 1 Rembang Subject : English Grade/Semester : X / 1 (One ) Time Allocation : 4 x 45 minutes

I. Standard Competency 1. To understand the meaning of transactional and interpersonal dialog officially and be

sustained in a life contexts. 2. To express the meaning of transactional and interpersonal dialog officially and be

sustained in a life contexts. II. Basic Competency

1.1.To respond the meaning in transactional (to get things done) and interpersonal (socialization) dialog officially and be sustained accurately, fluently, and logically that use various oral languages in the context of daily life and involving transactional dialogs express: agreeing to invitation and feeling sympathy

1.2.To express the meaning in transactional and interpersonal officially and be sustained accurately, fluently, and logically that use various oral languages in the context of daily life and involving transactional dialogs express: agreeing to invitation and feeling sympathy

III. Indicators 1. To respond the transactional dialogs expressing agreeing to invitation and feeling

sympathy 2. To express/use the transactional dialogs expressing agreeing to invitation and

feeling sympathy IV. Learning Objectives

In the end of teaching – learning, students are able to: respond the transactional dialogs expressing agreeing to invitation and feeling

sympathy express/use the transactional dialogs expressing agreeing to invitation and feeling

sympathy V. Main Material : LISTENING and SPEAKING - Expressing agreeing to

invitation and feeling sympathy A. Expressing agreeing to an invitation

Expressions Functions Thank you, I’d like to. Accepting an offer/invitation I would, very much. That would be very nice. With pleasure That sounds a nice idea. Thank you very much, but … Declining/refusing an offer/invitation I’m not sure I can. I’d like to, but . . . That’s very kind of you, but

… No, thank you I’d like you to come to dinner Offering an invitation I’d like to ask you to come

swimming Would you like to go to the

theater with me on Saturday night?

How about going to …

B. Expressing feeling sympathy

Expressions Functions I’m sorry to hear that.

Showing sympathy

How upsetting. That’s a pity I’m terribly/dreadfully sorry

about … How annoying. You must be very

upset/annoyed

VI. Method / Technique : Drilling, Lecturing, Demonstrating VII. The steps of activities: No. Teacher’s activity Students’ activity Time 1. 2.

Opening Activity Greetings Checking students’

attendance Motivating

Main activities The teacher writes

some important expressions used to accept/agree to an invitation on the whiteboard.

The teacher gives an example how to give and agree to an invitation

The teacher writes some important expressions used to feel sympathy on the whiteboard.

Asking the students to read the expressions aloud together

Asking the students to practice the expressions themselves in front of the class

Closing Activity Correcting the mistakes

the students made Giving the students

homework .

Answering the greeting Answering the teacher’s

questions Answering the teacher’s

questions about the topic will be discussed

Students listen to her/him attentively

Students read the expressions aloud together

Students demonstrate dialogue or conversation in front of the class

Paying attention to the teacher’s comments for their mistakes made

8 minutes 70 minutes 12 minutes

VIII. Sources / Tools:

Look Ahead X, English Texts in Use X Cassette, a tape recorder, a dictionary Language Laboratory

IX. Assessment

Technique : Written Assessment Type : written paper test

X. Assessment Instrument

Approved by Rembang, July 2010 The Principal of SMA 1Rembang Teacher

Drs. Setiya Purwoko Ariyati, S.Pd. NIP. 19632803 198803 1 003

L E S S O N P L A N

School Unit : Public High School 1 Rembang Subject : English Grade/Semester : X / 1 (One ) Time Allocation : 2 x 45 minutes

XI. Standard Competency 3. To understand the meaning of short functional texts and monolog in the form of

narrative, recount, procedure in the daily life contexts. 4. To express the meaning of short functional texts and monolog in the form of

narrative, recount, and procedure in the daily life contexts

XII. Basic Competency 2. To respond the meaning of discourse in the oral short functional texts officially and

unofficially, accurately, fluently, and acceptably in the form of recount in any daily life contexts.

3. To express the meaning of discourse in the written short functional texts officially and unofficially, accurately, fluently, and acceptably in the form of recount in any daily life contexts.

XIII. Indicators 3. To respond a simple text of a song 4. To express a simple written text of a recount

XIV. Learning Objectives

In the end of teaching – learning, students are able to: complete a song with the correct words they listen to identify the meaning of new words use the past tense in writing series of events write a text of recount from the song

XV. Main Material : LISTENING and WRITING – Recount Text

Nobody’s Child sung by: Karen Young As I was slowly passing an orphans’ home one day And stopped there for a moment just to watch the children play Alone a boy was standing and when I asked him why He turned with eyes that could not see and he began to cry

*I’m nobody’s child, I’m nobody’s child Just like a flower, I’m growing wild No mummy’s kisses and no daddy’s smile Nobody wants me I’m nobody’s child

People come for children and take the for their own But they all seem to pass me and I’m left here for alone I know they’d like to take me but when they see I’m blind They always take some other child and I am left behind (Repeat *) No mother’s arms to hold me or soothe me when I cry Sometimes it gets so lonely, I wish that I could die I’d walk the streets of heaven where all the blind can see And just like all the other kids there’d be a home for me (Repeat *)

XVI. Method / Technique: Three – phase technique XVII. The steps of activities: No. Teacher’s activity Students’ activity Time 1. 2.

Opening Activity Greetings Asking students’

condition Checking students’

attendance Reviewing the previous

lesson Motivating

Main activities Brainstorming about

the song will be heard and learned (e.g.: What do you call a person who doesn’t have a mother or a father? If they don’t have any family, where do they live? Do you like listening to music? I will give you a song about an orphan boy.)

Asking the students to listen to the song carefully and complete the text using the words they listened to. ( Well, students. I’d like to turn on the cassette for three

Answering the greeting

Answering the teacher’s questions

Answering the teacher’s questions about the topic will be discussed

Students answer he teacher’s questions at the brainstorming time (e.g. : (Yatim/piatu/orphan, Mam. Panti asuhan/orphan house/ orphanage./ Yes, we do, etc.)

Students listen to the

song

5 minutes 25 minutes

3.

times. Listen to it carefully. While listening to that song, complete the text using the verbs you heard from the song.)

Asking the students to

write down the words /the answer on the board discussing together

Asking the students

some questions based on the text of the song

Checking the answers

together

Asking the students to write /paraphrase the song into a recount text according to the text structure: Orientation – series of events – Reorientation in group

Asking one or two groups to read aloud their text


the students made Asking to sing the song

together Asking the students to

find a song and ask them to paraphrase the song into a recount text at home

Students write down the answer / the words on the board and discuss them together

Answering the questions based on the text of the song

In group of four, the students write a recount text or to paraphrase the song into a prose.

One or two groups read the result of their text

Paying attention to the teacher’s comments for their mistakes made

Singing the song together

Accepting an assignment

to do at home individually


XVIII. Sources / Tools: Text Book of English for Senior High School 3 for Language Program page

102. Cassette, a tape recorder, a dictionary Language Laboratory

XIX. Assessment

Technique : Written Assessment Type : written paper test

XX. Assessment Instrument A. LISTENING Listen to the song carefully. While listening to it, complete the text using the correct words you heard from the cassette. Nobody’s Child sung by: Karen Young As I was slowly passing an orphans’ home one day And __________ (1) there for a moment just to watch the children play Alone a boy was standing and when I __________(2) him why He turned with eyes that ________(3) not see and he __________ (4) to cry

*I’m nobody’s child, I’m nobody’s child Just like a _________(5)_, I’m growing wild No mummy’s kisses and no daddy’s ________(6)_ Nobody wants me I’m nobody’s child People come for children and take the for their ________(7) But they all seem to pass me and I’m left here for alone I know they’d like to take me but when they see I’m ________(8) They always take some other child and I am left behind (Repeat *) No mother’s arms to hold me or ________(9)_ me when I cry Sometimes it gets so _________ ,(10) I wish that I could die I’d walk the streets of ___________(11) where all the blind can see And just like all the other kids there’d be a __________(12) for me

Answer Key

1. stopped 7. own 2. asked 8. blind 3. could 9. soothe 4. began 10. lonely 5. flower 11. heaven 6. smile 12. home

B. WRITING

Change the text of the song into a recount text around 100 words. Use the text structure of Recount: Orientation – Series of events - Reorientation Do it in groups of four. You can use this sentence as the beginning of your story.

One day, Karen Young, was passing an orphan house in her town. She was alone. ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………etc.

XXI. Scoring Rubric RECOUNT Checklist

No POINTERS ( ) 1.

2.

3.

4.

5.

Students can name the main characters in the story

Students can mention the time and place of the story

happened.

Students can tell the events in a chronological order.

Students can talk about the experience using the past

tense and can give comments to some of the events.

Students can express their feelings about the

experience clearly.

. . .

. . .

. . .

. . .

. . .

. . .

If all are included …………………………………… Excellent If 4 aspects are included ……………………………..Good If 3 aspects are included ……………………………..Enough If 2 aspects are included ……………………………..Poor

Known by Rembang, July …., 2010 The Headmaster of SMA 1Rembang Teacher


STUDENT’S WORKSHEET

Grade/Semester : X/ 1 Topic : Recount Basic Competence : Listening and Writing

Task 1. Listen to the song carefully. You will listen to it for three times. While listening it, complete

using the correct words you heard from the cassette.

Nobody’s Child sung by: Karen Young As I was slowly passing an orphans’ home one day And __________ (1) there for a moment just to watch the children play Alone a boy was standing and when I __________(2) him why He turned with eyes that ________(3) not see and he __________ (4) to cry

*I’m nobody’s child, I’m nobody’s child Just like a _________(5)_, I’m growing wild No mummy’s kisses and no daddy’s ________(6)_ Nobody wants me I’m nobody’s child People come for children and take the for their ________(7) But they all seem to pass me and I’m left here for alone I know they’d like to take me but when they see I’m ________(8) They always take some other child and I am left behind (Repeat *) No mother’s arms to hold me or ________(9)_ me when I cry Sometimes it gets so _________ ,(10) I wish that I could die I’d walk the streets of ___________(11) where all the blind can see And just like all the other kids there’d be a __________(12) for me

Task 2. Answer the questions based on the text.

1. Who was passing the orphanage one day? 2. What did she do then? 3. What did she see? 4. How was the boy? 5. What did the singer compare the boy with? 6. Did people come to the orphan house? 7. What did they do? 8. How did he feel? 9. What did he wish? 10. Why did he want to die soon? 11. After listening to the song what do you feel?

Task 3. Work in groups of four. Write the text of the song above into a good paragraph. You can use this sentence to begin.

One day, Karen Young, was walking alone passing an orphanage. She …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

L E S S O N P L A N

School Unit : SMA Negeri 1 Rembang

Subject : English

Grade/Semester : X / 1

Time Allocation : 4 x 45 minutes

XXII. Standard Competency To express the meaning of short functional texts and monolog in the form of narrative, descriptive, and news item in the daily life contexts

XXIII. Basic Competency To express the meaning of discourse in the oral short functional texts officially and unofficially, accurately, fluently, and acceptably in the form announcement

XXIV. Indicators

Use spoken language in delivering a short functional text Do a role – play

XXV. Learning Objectives

In the end of the teaching – learning process, students are able to: 1. use language in delivering a short functional text 2. do a role -play

XXVI. Main Material : SPEAKING – Text of Announcement

Example : Giving an announcement orally XXVII. The steps of activity No. Teacher’s activity Students’ activity Time 1. 2.

Opening Greetings Asking the students’



lesson Motivating

Main Activities JOINT CONSTRUCTION Asking the students to

group Giving the students

chances to prepare their performance in presenting their advertisement in front of the class

Asking each group to perform their role – play in front of the class

Taking a note to the students’ mistakes

Reflecting the students’ performance

Answering the greeting Answering the teacher’s

questions Students join to their

group Students are preparing

their performance for some time

Performing the role –play in front of the class


3.

Closing (Penutup) Summarizing the

activity has been done related to pronunciation, intonation, attitude, the language used, etc.

Paying attention to the teacher’s comment about their mistakes ( e.g. performance, pronunciation, intonation, attitude, the language used, etc. )

Making a conclusion for the lesson studied

10 minutes

XXVIII. Sources / Tools Text book of Look Ahead 1 Reference book IGCSE English as a Second Language – University of Cambridge

Assessment

Technique : Performance Assessment Type : responding & dialog

XXIX. Assessment Instrument

Speaking Test : Do a role-play

Make pair Pretend as if two of you were the Chief of student committee in your school/a class leader, etc who are announcing about the activity you are going to have to celebrate the Independence Day of Indonesia. You are given about 5 minutes to perform it.

Scoring Rubric:

Skor Performance

5 Tampil dengan baik sekali bicaranya jelas & lancar

4 Tampil baik , bicara cukup lancar

3 Tampil cukup bicara dapat difahami

2 Tampil agak kurang, bicara agak tersendat

1 Tampil tidak baik, bicara tidak dapat difahami

Skor Kelancaran berbicara

5 Tampil dengan baik sekali bicaranya jelas & lancar

4 Tampil baik , bicara cukup lancar

3 Tampil cukup bicara dapat difahami

2 Tampil agak kurang, bicara agak tersendat

1 Tampil tidak baik, bicara tidak dapat difahami

Skor Ucapan dan Intonasi

5 Sangat jelas dan benar mendekati penutur asli

4 Jelas tapi masih ada aksen bahasa pertama

3 Ucapan dan intonasi cukup jelas tapi kadang-kadang salah

2 Ucapan dan intonasi sering salah tapi masih dapat

difahami

1 Menggunakan tata bahasa dan kosa kata tidak bisa

difahami

Skor Manajemen wacana

5 Merespon tindak tutur dengan tepat

4 Merespon tindak tutur sesekali salah

3 Kadang salah tapi masih bisa merespon

2 Sering salah memahami dan merespon tindak tutur

1 Tidak mampu memahami dan merespon tindak tutur

Approved by Rembang, July 2010 The Principalof SMA 1Rembang Teacher


Skor Grammar dan Vocabulary

5 Menggunakan tata bahasa benar dan kosa kata tepat

4 Tata bahasa dan kosa kata sesekali salah tapi masih

bermakna

3 Tata bahasa dan kosa kata kadang salah tapi tetap

bermakna

2 Tata bahasa dan kosa kata sering salah tapi tidak

mengubah makna

1 Menggunakan tata bahasa dan kosa kata tidak bisa

difahami

LESSON PLAN

SCHOOL : SMA NEGERI 1 REMBANG MATA PESUBJECT : ENGLISH GRADE/SEMESTER : X / 1 ACADEMIC YEAR : 2010/2011

COMPETENCY STANDARD

2. To understand the meaning of short functional texts and monolog in the form of narrative in the daily life contexts.

4. To express the meaning of short functional texts and monolog in the form of narrative in the daily life contexts.

BASIC STANDARD

2.2 To respond the meaning of simple monologs that use various spoken languages accurately, fluently, and logically in any daily life contexts in the texts of narrative. 4.2 To express the meaning of simple monologs that use various spoken languages accurately, fluently, and logically in any daily life contexts in the texts of narrative.

INDICATORS

To identify the characters of the story listened to. To identify the events of the story listened to. To know the moral value of the story listened to. To do a role play

MATERIALS : Spoken monolog of Narrative

ASPECT / SKILL : LISTENING and SPEAKING

TIME ALLOCATION : 2 x 45 minutes

1. Teaching-learning objectives In the last process of teaching-learning, students are hoped to be able to :

a. identify the characters of the story listened to b. identify the events of the story listened to c. know the moral value of the story listened to d. act out the role play

2. Teaching-learning material

a. Monolog text of Narrative

The Vain Little Mouse

Little Mouse lived in a beautiful house. One day, when she was sweeping the floor, she found a coin.

She said, “With this coin, I’m going to buy a nice red bow for my hair. I’ll look beautiful!”

She was really beautiful with the red bow in her hair. She sat next to the window so that every body could see her.

“Little Mouse, you do look pretty,” said the donkey. “Will you marry me?” And she asked, “What will you do at night?” “I will bray like this,” said the donkey. And he brayed. “Oh, no, I’ll get frightened,” said the mouse. The dog asked her, “Little Mouse, you do look beautiful. Why don’t you marry me?” “What will you do at night?” asked the mouse. “I will bark like this,” said the dog. And he barked. “Oh, no, I’ll get frightened,” said the mouse. Finally, the cat asked her, “Beautiful Little Mouse, will you marry me?” “And what will you do at night?” asked the mouse.

“I’ll sing like this,” said the cat. And he sang a beautiful song. “Yes, I will marry you,” said the mouse. So they got married, but on their wedding night, guess what! The cat did not sing his

beautiful song. He ate the vain little mouse.

Taken from : English Texts in Use X, page 2

3. Method/Technique

Role play

4. Steps a. Opening (10 minutes)

Greetings Checking students attendance Reviewing the previous lesson Motivating the students Brainstorming of the material will be learned Providing some new words that will be heard from the text

b. Main Activities (70 minutes) Listening to a monolog text read by the teacher Repeating the teacher to pronounce the new words Answering some questions read by the teacher Discussing the answers together Asking the students to make groups of four or five and give them the text of

the story learned for each group Asking them to discuss and study the text for some time before practicing the

dialog in front of the class Asking them to act out the characters in the story without any text in front of

the class Asking the students to observe and comment their friends’ performance

c. Closing Activities (10 minutes) Repeating to pronounce some new words taken from the text accurately Giving the students an assignment to do at home

5. Sources : Text Book of English Texts in Use X, Dictionary

6. Assessment

a. Technique : Responding the answers orally b. Form : Oral questions c. Instruments

LISTENING TEST 1

A. Listen to the text read from the cassette or read by the teacher carefully, then complete the text with a suitable word you heard.

The Vain Little Mouse

Little Mouse lived in a beautiful house. One day, when she was sweeping the floor, she found a coin.

She said, “With this coin, I’m going to buy a nice red bow for my hair. I’ll look beautiful!”

She was really beautiful with the red bow in her hair. She sat next to the window so that every body could see her.

“Little Mouse, you do look pretty,” said the donkey. “Will you marry me?” And she asked, “What will you do at night?” “I will bray like this,” said the donkey. And he brayed. “Oh, no, I’ll get frightened,” said the mouse. The dog asked her, “Little Mouse, you do look beautiful. Why don’t you marry me?” “What will you do at night?” asked the mouse.

“I will bark like this,” said the dog. And he barked. “Oh, no, I’ll get frightened,” said the mouse. Finally, the cat asked her, “Beautiful Little Mouse, will you marry me?” “And what will you do at night?” asked the mouse. “I’ll sing like this,” said the cat. And he sang a beautiful song. “Yes, I will marry you,” said the mouse. So they got married, but on their wedding night, guess what! The cat did not sing his

beautiful song. He ate the vain little mouse.

Taken from : English Texts in Use X, page 2 Answer the questions orally. 1. Who are the characters of the story? 2. Where and when did the story take place? 3. What problem did the Little Mouse get? 4. Why did she marry the cat? 5. Some verbs in the story tell how some animals make sounds. Mention some more verbs

that tell how the animals make sounds. 6. What lesson can you learn from the story?

B. SPEAKING Act out the Characters in the story Make groups of four or five. Play roles as a narrator and animals in the story. 1. One of you will be a narrator. 2. One of you will be the mouse, saying “What will you do at night?” etc. 3. The third will become the donkey, saying his words and brays. 4. The fourth will act as the dog which says his words and barks. 5. The fifth will be the cat saying his words and sing a song

Rubrik dan Skor Penilaian SPEAKING :

Pronunciation 1 – 2 – 3 – 4 – 5 Fluency 1 - 2 – 3 – 4 – 5 Intonation 1 – 2 – 3 – 4 – 5 Performance 1 – 2 – 3 – 4 – 5

NOTE : 1 - means very poor 2 - means poor 3 - means enough 4 - means good 5 - means excellent

Approved by Rembang, July 2010

The Principal of SMA 1 Rembang Teacher


LESSON PLAN

SCHOOL : SMA NEGERI 1 REMBANG MATA PESUBJECT : ENGLISH GRADE/SEMESTER : X / 2 ACADEMIC YEAR : 2009 – 2010

COMPENTENCY STANDARD

Expressing the meaning of short functional texts and monologs in the form of narrative in the context of daily life.

BASIC COMPETENCE

Expressing the meaning of monolog texts accurately, fluently, and acceptably using various oral languages in the form of narrative.

INDICATORS

Doing a role - play

TEXT TYPE : Monolog text of Narrative.

SKILL : SPEAKING

TIME ALLOCATION : 2 X 45 Minutes

1. TEACHING-LEARNING OBJECTIVES At the end of the teaching-learning, students are able to: do a role-play of narrative

2. MATERIALS

Monolog Text of Narrative

The Wind and the Sun Well, one day the Wind and the Sun were disputing which was the stronger. Suddenly they saw a traveler coming down the road, and the Sun said, “I see a way to decide our dispute. Whichever of us can cause that traveler to take off his cloak shall be regarded as the stronger. You begin. “So, the Sun retired behind a cloud, and the Wind began to blow as hard as it could upon the traveler. But the harder he blew the more closely did the traveler wrap his cloak round him, till at last the Wind had to give up in despair. Then the Sun came out and shone in all his glory upon the traveler, who soon found it too hot to walk with his cloak on. That’s the end of the story. What lesson can we learn? Right. “KINDNESS EFFECTS MORE THAN SEVERITY.”

3. METHOD/TECHNIQUE : Three – phase technique 4. STEPS OF ACTIVITIES

a. Opening activities (5 minutes) Greeting Checking students’ attendance and condition Reviewing previous lessons Motivating

b. Main activities (75 minutes)

Brainstorming of the topic will be learned, finding out some difficult words and understanding their meaning

Providing the students some familiar narrative texts Asking the students to make groups relying on the characters of the story Asking the students learn the story and let them divide themselves to prepare

the dialogue of the role play Asking them to perform their role-play in front of the class while the teacher

taking a note any mistakes made by the students c. Closing activities (10 minutes)

Repeating learning new words from the texts heard Commenting the students’ performance

5. SOURCES : Look Ahead 3, Cassette 6. ASSESSMENT : In the process of teaching-learning and spoken test 7. ASSESSMENT INSTRUMENT

SPEAKING TEST 1 Perform a role-play in front of the class with your group.

Rubric and score of SPEAKING test :

Pronunciation 1 – 2 – 3 – 4 – 5 Fluency 1 - 2 – 3 – 4 – 5 Intonation 1 – 2 – 3 – 4 – 5 Performance 1 – 2 – 3 – 4 – 5

NOTE : 1 - means very poor 2 - means poor 3 - means enough 4 - means good 5 - means excellent

Known by Rembang, October 2009 Headmaster of SMA 1 Rembang Teacher Drs. Setiya Purwoko Ariyati, S.Pd. NIP. 19632803 198803 1 003

LESSON PLAN

SCHOOL : SMA NEGERI 1 REMBANG MATA PESUBJECT : ENGLISH GRADE/SEMESTER : X / 2 ACADEMIC YEAR : 2009 – 2010

COMPETENCY STANDARD

Understanding the meaning of monolog texts / essays in the form of narrative in the context of daily life and to access science.

BASIC COMPETENCE

Understanding and responding the meaning of monolog texts/essays using various written texts accurately, fluently, and acceptably in the form of narrative.

INDICATORS

Reading monolog texts of narrative Identifying the generic structure of narrative texts (orientation-complication-resolution-

reorientation) Identifying the events of the story from the texts being read Answering the questions and discussing them together

TEACHING-LEARNING OBJECTIVES

At the end of the teaching-learning, students are able to:

read monolog texts of narrative identify the generic structure of narrative texts identify the events of the story answer and discuss the questions given

TEXT TYPE : Monolog text of Narrative

ASPECT / SKILL : READING

TIME ALLOCATION : 4 x 45 Minutes

1. TEACHING-LEARNING OBJECTIVES At the end of the teaching-learning, students are able to:

read monolog texts of narrative identify the generic structure of narrative texts identify the events of the story answer and discuss the questions given

2. MATERIAL

The Wind and the Sun

Well, one day the Wind and the Sun were disputing which was the stronger. Suddenly they saw a traveler coming down the road, and the Sun said, “I see a way to decide our dispute. Whichever of us can cause that traveler to take off his cloak shall be regarded as the stronger. You begin. “So, the Sun retired behind a cloud, and the Wind began to blow as

hard as it could upon the traveler. But the harder he blew the more closely did the traveler wrap his cloak round him, till at last the Wind had to give up in despair. Then the Sun came out and shone in all his glory upon the traveler, who soon found it too hot to walk with his cloak on. That’s the end of the story. What lesson can we learn? Right. “KINDNESS EFFECTS MORE THAN SEVERITY.”

3. METHOD/TECHNIQUE Three – phase technique 4. STEPS OF ACTIVITIES

d. Opening activities (10 minutes) Greeting Checking students’ attendance and condition Reviewing previous lessons Motivating

e. Main activities (70 minutes) Brainstorming of the topic will be learned, finding out some difficult words

and understanding their meaning Providing the students some familiar narrative texts Asking the students to identify the generic structure of the text Asking the students to identify the events of the story Asking the students to discuss the content of the story

f. Closing activities (10 minutes) Repeating learning new words from the texts heard Giving the students an assignment to read more narrative

5. SOURCES : Text Book Look Ahead 3, LKS, Kamus Bhs Inggris

6. ASSESSMENT : In the process of teaching-learning and written paper test

7. ASSESSMENT INSTRUMENT

READING COMPREHENSION

Choose the correct answer.

A wolf was one day eating his dinner. He was very greedy. He ate so quickly that a bone stuck in his throat. He had tried hard to get it out, but all was in vain. Then he went to the crane and said, “Good morning, Crane. Will you help me to do something?” “What help do you want of me?” asked the crane. “I have a bone stuck in my throat. You have a long bill, and so you can draw it out, “said the wolf. “If you do that for me, I will give you a reward.” “Let me try, “said the crane. “It is not difficult for me to do so.” The wolf opened his mouth wide. The crane put her bill in and drew out the bone. “Now will you give me your reward, please?” the crane asked the wolf. “Reward?” said the wolf. “Don’t talk about that. You should be thankful to me. Although you put your head into my mouth, I did not bite it off. What more do you want?” 1. The wolf got trouble in his throat . . . .

a. in the morning c. in the afternoon e. at night b. in the evening d. at midnight

2. The wolf came to the crane’s house for . . . . a. a visit c. food e. playing b. dinner d. a help

3. The crane was asked to . . . the bone stuck in the wolf’s throat. a. pull out c. push up e. fill in b. carry out d. pick up

4. Wolf : Good morning, Crane.

Crane : . . . . a. Good morning, Wolf c. Good afternoon, Wolf e. Hi! b. Hello, Wolf! D. Good bye, Wolf

5. Why was the bone able to stick to the wolf’s throat? It happened because of . . . . a. carefulness c. hurriedness e. patience b. readiness d. happiness

6. From the text, we know that the wolf was a . . . animal. a. sly c. patient e. helpful b. kind-hearted d. wise

7. What message that we can learn from the text above is . . . . a. not to be helpful c. keeping your promise e. to be strong b. to be selfish d. not to be shy

8. Why did the wolf ask for the crane’s help? It was because . . . to draw the bone. a. the crane had a long bill b. there was no more friend c. the crane was a very good friend d. the wolf had a bad idea e. the crane was so helpful

King of Crete was very famous. He had a monster which was half bull and half man. He ordered Daedalus, a craftsman from Athens, to build a labyrinth in order to house the monster. When Daedalus finished his work, he wanted to leave Crete. But the king would not let him to go. Daedalus escaped through the air by using wings fixed to his body with wax. He also made wings for his son, Learus, and made him fly behind himself. But the son was so glad and excited that the son went too high. As he flew nearer the Sun, it got warmer and warmer until at last the wax melted and the boy fell down into the Sea near Troy. The sea is now called the Larian Sea. 9. Which of the following is TRUE based on the text?

a. King Crete was very kind and wise. b. Daedalus was half bull and half man. c. Learus fell down in the Sea Troy. d. Learus fell down because of the melting wax. e. The King let Daedalus go excitedly.

10. The message we can learn from the text above is . . . . a. to respect others b. being too excited can cause accidents c. not to be boastful d. the importance of wisdom e. happiness makes us successful

Approved by Rembang, 2010 The Headmaster of SMA 1Rembang Teacher

Drs. Setiya Purwoko Ariyati, S.Pd. Ariyati, S.Pd.

RENCANA PELAKSANAAN PEMBELAJARAN

SEKOLAH : SMA NEGERI 1 REMBANG

MATA PELAJARAN : BAHASA INGGRIS

KELAS / SEMESTER : X/2

TAHUN PELAJARAN : 2009-2010

STANDAR KOMPETENSI

Mengungkapkan nuansa makna dengan langkah-langkah retorika yang benar di dalam teks tertulis berbentuk narrative, explanation dan discussion sederhana dengan penekanan pada makna ideasional dan makna tekstual.

KOMPETENSI DASAR

Mengungkapkan nuansa makna dengan langkah-langkah retorika yang benar di dalam teks tertulis berbentuk narrative, explanation dan discussion sederhana dengan penekanan pada makna ideasional dan makna tekstual.

INDIKATOR

Mendemonstrasikan ketrampilan dasar menggunakan tata bahasa, tanda baca, ejaan dan tanda tulis dengan akurat.

Membuat draft, merevisi, menyunting teks monolog narrative. Menggunakan past tense, direct and indirect speech.

JENIS TEKS : Teks tertulis narrative

ASPEK / SKILL : WRITING

ALOKASI WAKTU : 4 X 45 Menit

1. TUJUAN PEMBELAJARAN Pada akhir pembelajaran siswa dapat : a. Mendemonstrasikan ketrampilan dasar menggunakan tata bahasa, tanda baca, ejaan dan

tanda tulis dengan akurat. b. Membuat draft, merevisi, menyunting teks monolog narrative. c. Menggunakan past tense, direct and indirect speech.

2. MATERI PEMBELAJARAN

A wolf was one day eating his dinner. He was very greedy. He ate so quickly that a bone stuck in his throat. He had tried hard to get it out, but all was in vain. Then he went to the crane and said, “Good morning, Crane. Will you help me to do something?”

“What help do you want of me?” asked the crane.

“I have a bone stuck in my throat. You have a long bill, and so you can draw it out, “said the wolf.

“If you do that for me, I will give you a reward.”

“Let me try, “said the crane. “It is not difficult for me to do so.”

The wolf opened his mouth wide. The crane put her bill in and drew out the bone.

“Now will you give me your reward, please?” the crane asked the wolf.

“Reward?” said the wolf. “Don’t talk about that. You should be thankful to me. Although you put your head into my mouth, I did not bite it off. What more do you want?”

3. METODE / TEKNIK : Three – phase technique 4. LANGKAH – LANGKAH KEGIATAN

a. Kegiatan Pendahuluan Salam Mengabsen siswa Mereview pembelajaran sebelumnya Memberikan motivasi

b. Kegiatan Inti Brainstorming tentang topik yang akan diajarkan Meminta siswa mengerjakan latihan soal past tense dan direct indirect speech Mendiskusikan jawaban siswa secara klasikal. Meminta siswa secara berkelompok menulis sebuah teks narrative Mendiskusikan, merevisi draft yang telah dibuat.

c. Kegiatan Penutup Mengulangi mempelajari ciri-ciri kalimat direct and indirect speech. Mengulangi cara mengucapkan kata-kata baru dengan benar Men

II. ALAT BANTU PEMBELAJARAN : Buku teks III. PENILAIAN : Pada proses pembelajaran dan ulangan tertulis IV. INSTRUMEN PENILAIAN

A. Change the sentences into passive form.

1. My father always drinks a cup of coffee every morning. 2. Vina’s mother usually makes fried rice for breakfast. 3. Someone has given him some money. 4. The government built our school in 1962. 5. Mr. Irawan is going to operate a patient soon. 6. The dentist pulled my bad teeth yesterday. 7. Someone has taken some pictures of the panoramas. 8. Did you send the letter to him? 9. My younger brother can write alphabets well. 10. Someone doesn’t make a dress for me.

B. Write a report text at least 100 words. You can choose one of the topics given below: 1. Animals

2. Plants

3. Social phenomena

Mengetahui Rembang, Juli 2010 Kepala SMA 1 Rembang Guru Bahasa Inggris Drs. Setiya Purwoko Ariyati, S.Pd.. Ariyati, S.Pd.

L E S S O N P L A N


XXX. Standard Competency 5. To understand the meaning of short functional texts and simple essays in the form of

recount in the daily life contexts. 6. To express the meaning of short functional texts and simple essays in the form of

recount, and procedure in the daily life contexts

XXXI. Basic Competency 4. To respond the meaning and the steps of rhetoric in essay that use various written

languages accurately, fluently, and acceptably in any daily life contexts as well as to access science in the form of recount.

5. To express the meaning and the steps of rhetoric in essay that use various written languages accurately, fluently, and acceptably in any daily life contexts as well as to access science in the form of recount.

XXXII. Indicators 5. To identify the meaning of certain words from the texts read 6. To identify the generic structure of the texts 7. To identify the social purpose of the texts 8. To identify the language features used in recount texts 9. To use past tense in showing events and pronouns 10. To produce recount texts

XXXIII. Learning Objectives

In the end of teaching – learning, students are able to: identify the meaning of certain words from the texts read identify the generic structure of the texts identify the social purpose of the texts identify the language features used in recount texts use past tense in showing events and pronouns produce recount texts

XXXIV. Main Material : READING and WRITING – Recount Text

Read the texts carefully Slobber on the Train

One day, I was on the train on my way home from my grandmother’s place. I had spent the day there and I was very tired. I tried to stay awake, but didn’t succeed. After some time, my eyelids started to feel vey heavy. Before I knew it, I was slobbering. Startled, I awoke to find two beautiful girls who were sitting in front of me giggling and watching me. I was mortified. A. Read the following biographical recount carefully

Picasso was one of the most outstanding and important artists of the 1900’s.

He is best known for his paintings. Almost every style in modern art is represented in Picasso’s works.

Picasso was born in 1881 in Malaga, Spain as the son of an art teacher. He studied painting with his father and also in Madrid.

From about 1895 to 1901 he painted realistic works in a traditional style. Then he entered what was called the Blue Period. During this time he only used shades of blue in his paintings to show poverty he saw in Barcelona.

After 1907, he entered into style of cubism. Among his well-known cubist paintings are “The Three Musicians” and “The man with a guitar” which depict the destruction of a Spanish town.

Picasso died in France in 1973.

XXXV. Method / Technique: 2 cycles – 4 stages XXXVI. The steps of activities:

Meeting 1: Vocabulary and Grammar (Building Knowledge of Field)

No. Teacher’s activity Students’ activity Time 1. 2.




lesson Motivating


the topic will be studied

Providing some new words that will be used in the texts on the board and ask the students the meaning.

Asking students to do

some exercises on vocabulary

Discussing the exercises

Asking the students

some questions related to the grammar used in recount texts (simple past tense and pronoun e.g. Did you help your mother/father this morning? What did you do? How did you feel after helping them? etc.)


do some exercises of simple past tense from the text book

Checking the answers together

Asking the students to read the regular verbs




Students answer he teacher’s questions at the brainstorming time

Students find the

meaning of some new words given

The students do some exercises in pairs

The students discuss the exercises together

Students try to answer the

questions

Students do the exercises in pairs/groups

The students pronounced


3.

of past tense verbs correctly


the students made in pronouncing new words

Giving the students a

little test of simple past tense and pronoun


the regular verbs correctly

Students are repeating the teacher’s pronunciation

Students do the test individually

20 minutes

Meeting 2: Reading Skill (Modeling of text)

A. Read the texts carefully Slobber on the Train

One day, I was on the train on my way home from my grandmother’s place. I had spent the day there and I was very tired. I tried to stay awake, but didn’t succeed. After some time, my eyelids started to feel vey heavy. Before I knew it, I was slobbering. Startled, I awoke to find two beautiful girls who were sitting in front of me giggling and watching me. I was mortified.

B. Read the following biographical recount carefully

Picasso was one of the most outstanding and important artists of the 1900’s. He is best known for his paintings. Almost every style in modern art is represented in Picasso’s works.




Picasso died in France in 1973.





lesson Motivating








3.

Providing some new words that will be used in the texts on the board and ask the students the meaning.

Asking one or some

students to read the text carefully in a loud voice

Asking the students

some questions to identify the generic structure, the social purpose, and the language features used in recount

Asking the students questions about the content of the texts



the students made in pronouncing new words


have questions and answers about their experience using simple past tense and it’s done in pairs

Students find the meaning of some new words given

The students read the texts loudly

Students are trying to identify the generic structure, the social purpose, and the language features used in recount

Students are answering the questions in pair/group

Students are repeating the teacher’s pronunciation

Students are having questions and answers about their experience using simple past tense and it’s done in pairs

30 minutes

Meeting 3: Writing skill (Joint Construction of text and Independent construction of text)

No Teacher’s activities Student’s activities Time 1.




lesson


Answering the teacher’s

questions Answering the teacher’s

questions about the topic will be discussed

7 minutes

2. 3.

Motivating Main activities Brainstorming about


Giving the students a guidance recount text to write in group

Asking the students to write the complete recount text they write on the whiteboard


pay attention and checking the text together, and correcting the mistakes if there are

Closing Activity Asking the students to

write a recount text about their own experience individually

Asking the students an

assignment to do at home to write some recount texts about their experience and a biographical recount of a famous person or a person they know well


The students write a

guidance recount text in group

One of the students from

each group writes their part on the whiteboard

The students check the

text together to know the correct form of a recount text

The students write their experience in a recount text

The students write some recount texts for the assignment at home individually


XXXVII. Sources / Tools: Text Book of Look Ahead X, Interlanguage X, and other sources A dictionary

XXXVIII. Assessment

Technique : Written and spoken Assessment Type : written paper test and spoken test

XXXIX. Assessment Instrument I. Grammar (Simple Past Tense and Pronouns) A. Complete this text using the appropriate pronouns

Kiran Hasto was born in Mojogedang on April 1st, 1930. (1) ______ was educated at State Senior High Scholl 37, Mojogedang and continued (2) ______ study at the Diponegoro University, Semarang, (3) ______ left the university in

1952 with a second class honors degree in chemistry. Toward the end of that year (4) _______ applied for a job and obtained a post as a junior research chemist in a large pharmaceutical firm. In 1954, (5) _______ met his future wife, Aniswati, at a seminar and in 1955 (6) _______ married. (7) ______ now live in Bogor suburb and have two children.

B. Write questions about the following sentences. See the examples. Examples: Andrew got sick because he worked too hard. (do – redecorate) (?) What did he do? (+) He redecorated his house. 1. Rina was sad because she got a poor grade in a biology test. (get - an E) 2. Rudy left the meeting because it was boring. (talk about – the budged) 3. Terry could not buy the bracelet because she lost her purse. (lose – the

bookstore) 4. Nova could not eat with us because she was still typing. (type – some letters) 5. I had not eaten breakfast when Rini picked me up. (do – watch TV)

II. Reading Test

Read the text carefully and then give short and clear answers based on the text.

Slobber on the Train One day, I was on the train on my way home from my grandmother’s place. I had spent the day there and I was very tired. I tried to stay awake, but didn’t succeed. After some time, my eyelids started to feel vey heavy. Before I knew it, I was slobbering. Startled, I awoke to find two beautiful girls who were sitting in front of me giggling and watching me. I was mortified.

1. Rewrite the orientation of the text. 2. How many events are there in the text? 3. What is the reorientation of the text? 4. Whose experience is it? 5. What is the synonym of ‘mortified’?

Picasso was one of the most outstanding and important artists of the 1900’s.

He is best known for his paintings. Almost every style in modern art is represented in Picasso’s works.




Picasso died in France in 1973

1. Who was Picasso? 2. Where and When was he born? 3. Why did he become famous? 4. What tense is mostly used in the text? 5. How many events are mentioned in the text? 6. What was the writer’s evaluation on Picasso? 7. Why did he join Blue Period style? 8. What is the meaning of ‘depict’ ( paragraph 4 line 2) 9. What is the structure of the text?

10. What kind of recount is the text above?

III. Writing Test Write one of your experiences at least 100 words on your assignment book.

XL. Scoring Rubric Writing test

RECOUNT Checklist

No POINTERS ( ) 1.

2.

3.

4.

5.

Students can name the main characters in the story

Students can mention the time and place of the story

happened.

Students can tell the events in a chronological order.

Students can talk about the experience using the past

tense and can give comments to some of the events.

Students can express their feelings about the

experience clearly.

. . .

. . .

. . .

. . .

. . .

. . .

If all are included …………………………………… Excellent

If 4 aspects are included ……………………………..Good

If 3 aspects are included ……………………………...Enough

If 2 aspects are included ………………………………Poor

Approved by Rembang, July 2010 The Principal of SMA 1Rembang Teacher

Drs. Setiya Purwoko Ariyati, S.Pd... NIP. 19632803 198803 1 003

L E S S O N P L A N

School Unit : SMA NEGERI 1 REMBANG Subject : English Grade/Semester : X / 1 (One ) Time Allocation : 2 x 45 minutes

XLI. Standard Competency 7. To understand the meaning of transactional and interpersonal dialog officially and be

sustained in a life contexts. 8. To express the meaning of transactional and interpersonal dialog officially and be

sustained in a life contexts.

XLII. Basic Competency 5.1.To respond the meaning in transactional (to get things done) and interpersonal

(socialization) dialog officially and be sustained accurately, fluently, and logically that use various oral languages in the context of daily life and involving transactional dialogs express: introducing oneself/others and greetings/partings

5.2.To express the meaning in transactional and interpersonal officially and be sustained accurately, fluently, and logically that use various oral languages in the context of daily life and involving transactional dialogs express: introducing oneself/others and greetings/partings

XLIII. Indicators 11. To respond the transactional dialogs expressing introducing and greetings/partings 12. To express/use the transactional dialogs expressing introducing and

greetings/partings

XLIV. Learning Objectives In the end of teaching – learning, students are able to:

respond the transactional dialogs expressing introducing and greetings/partings express/use the transactional dialogs expressing introducing and greetings/partings

XLV. Main Material : LISTENING and SPEAKING - Expressing Introducing

oneself and greetings/partings Introducing self Hello! My name is Fahmi Sidiq. I am Galuh Prabaretna. Let me introduce myself. My name is . . . . Allow me to introduce myself. I am . . . . Introducing Someone else/Others 1. A : This is a classmate of mine, Perdana.

B : Hello. C : Nice to meet you.

2. X : I’d like you to meet Mr. Juhari. Let me introduce Mr. Juhari. Allow me to introduce Mr. Juhari This is Mr. Juhari

Y : How do you do, Mr. Juhari. My name is Firdaus. Z : Nice to meet you.

Greetings/Partings

Greetings

Formal Informal Asking how someone is Saying how you are/responding how you are

Good morning, Sir. Good afternoon, Mrs. Galuh. Good evening, Miss Rita.

Hi! Hello! Morning/Afternoon/Evening

How are you? How is life? How are things with you? How are you doing?

I’m fine, thanks. Very well, thanks. Not too bad, thanks.

Partings/Leave-takings

Good bye Bye; bye – bye See you soon/later/tomorrow Goodnight

XLVI. Method / Technique : Three – phase technique XLVII. The steps of activities:





Main activities The teacher introduces

herself/himself The teacher writes

some important expressions used to introduce oneself on the whiteboard.

The teacher gives an example how to introduce someone else

The teacher writes some important expressions used to introduce someone else on the whiteboard.




Students listen to her/him attentively


Asking the students to read the expressions aloud together

Asking the students to practice the expressions themselves in front of the class

Asking the students to introduce someone else in front of the class


the students made

Students read the expressions aloud together

Students demonstrate to introduce themselves and to introduce someone else in front of the class

Paying attention to the teacher’s comments for their mistakes made.

12 minutes

XLVIII. Sources / Tools:

Text Book of English for Senior High School 1, Look Ahead 1, Interlanguage 1 Cassette, a tape recorder, a dictionary

XLIX. Assessment

Technique : Written Assessment/Spoken Type : written paper test

L. Assessment Instrument A. Listen to the expressions and then respond them

1. A : Good morning, students. B: ………………………….. 2. A : Good afternoon, Sir. B: ………………………….. 3. A : Hi, Rina! B: ………………………….. 4. A : Hello. How are you? B: ………………………….. 5. A : My name is Tari. And you? B: ………………………….. 6. A : Good night, Mom. B: ………………………….. 7. A : How is life? B: ………………………….. 8. A : Nice to meet you, El. B: …………………………..

B. Read the following dialogs. Try to fill in the blanks. Then act it out with your

friend. Jim : Who … the tall girl next to Barbara? Don : That … Mary Anderson. Didn’t you … her at Steve’s party? Jim : No, I wasn’t at Steve’s party. Don : Oh, then let me … you to her now. Mary, this … my cousin, Jim. Mary : Hi, Jim. I’m glad to meet you. Jim : I’m glad to meet you too. Can’t we sit down somewhere and talk? Mary : Sure. Let’s sit over there.

Approved by Rembang, July …., 2010 The Principal of SMA 1Rembang Teacher


L E S S O N P L A N


I. Standard Competency 5. To understand the meaning of the short functional texts in the daily life contexts as well as

to access science. 6. To express the meaning of the written short functional texts in the daily life contexts.

II. Basic Competence

5.1 To respond the meaning of functional texts (e.g. announcement, advertisement, an invitation, etc.) officially and unofficially that use various written languages accurately, fluently and acceptably in the contexts of daily life

6.1.To express the meaning of functional texts (e.g. announcement, advertisement, an invitation, etc.) officially and unofficially that use various written languages accurately, fluently and acceptably in the contexts of daily life

III. Indicators

1. To use of to be and to have 2. To produce an announcement

IV. Learning Objectives

In the end of teaching – learning, students are able to: use to be and to have to write an announcement

V. Main Material : To be/ To have (Simple Present Tense)

Pattern :

SUBJECT TO BE COMPLEMENT I You/They/We/You and I/ Mira and Tita He/She/It/Mira/John

Am

Are

is

Happy/ busy/tired/ a student/ a doctor/ in the office/ at home. Happy/ busy/tired/ a student/ a doctor/ in the office/ at home Happy/ busy/tired/ a student/ a doctor/ in the office/ at home

SUBJECT HAVE/HAS (VERB) OBJECT I You/We/They/You and I He/She/It I/You/We/They He/She/It

Have Have

Has

Do not have

Does not have

A book Some books

Some books

Some books Some books

VI. Method / Technique : Three – phase technique

VII. The steps of activities: No. Teacher’s activity Students’ activity Time 1. 2.




Main activities The teacher asked the

students to do Task 1 The teacher writes

some important pattern of simple present tense using to be and to have on the whiteboard.

The teacher gives some more exercises

The teacher writes some general mistakes made by the students on the whiteboard.

Asking the students to make sentences using Wh-/H- Questions


the students made Asking the students to

write a composition telling about their daily activity




Students do the task 1

Students make a short

yes/no question and answer using to be and practice it in front of the class

Paying attention to the

teacher’s comments for their mistakes made

Doing homework at home

8 minutes 70 minutes 12 minutes

VIII. Sources / Tools:

Text Book of English for Senior High School1, Interlanguage 1

IX. Assessment Technique : Written Assessment Type : written paper test

Approved by Rembang, July 2010 The Principalof SMA 1Rembang Teacher Drs. Setiya Purwoko Ariyati, S.Pd. NIP. 19632803 198803 1 003

bhs inggris x

Documents

transactional dialogs

invitation id

meaning of transactional

sympathy expressuse

students attendance

students homework

sympathy iv

important expressions