lesson plan to describe people characters
TRANSCRIPT
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Classroom Instructional PlanA. Learning Outcomes
After learning process, students are able to compose oral and written text about people’s characteristics correctly.
B. Basic Competencies and Indicators
a. Basic Competencies• Appreciating the opportunity to learn English as an
international communication language which is presented in the form of spirit in learning English.
• Showing honesty, disciplines, self-confidence, and responsibility in transactional communication with teachers and friends.
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Cont …• Analyzing social function, text structure,
and language elements from describing people, tourism objects, and famous landmarks text based on the functional context.
• Composing oral and written text to express and respond to description of people, tourism objects, and famous landmarks, by paying attention to its correct and contextual social function, text structure, and language elements.
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Cont …b. Indicator
Students are able to describe someone’s characteristics orally and in written.
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C. Learning Materials
Adjectives showing characters or personality
• Friendly serious• Creative easy-going• Generous careful• Strange careless• Hardworking well-organized
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Cont …
• Strict forgetful• Punctual moody• Disorganized efficient• Reliable impatient• Honest critical• Bad-tempered patient
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PEOPLE’S CHARACTERISTIC
CARELESS
SERIOUS
STRANGE
HONESTIMPATIENT RELIABLE
EFFICIENT
CAREFUL
FORGETFULFRIENDLY
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Interview TableQuestion Friend I Friend II
1. What’s your hobby?
2. Why do you like doing it?
3. How do you feel after doing it?
4. …….
5. …….
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D. Learning Method
1. Discussion
2. Lecturing
3. Interview
E. Teaching Aids
Slides, pictures
F. Learning Sources
1. Pangesti, M. R. D., Pramono W. S., & Suhermawan. 2008. English for SMK 1. Pusat Perbukuan Departemen Pendidikan Nasional: Jakarta
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2. www.teenink.com/nonfiction/academic/article/569601/Personality-within-Sport/
G. Previous material
present simple (hobby and interest), preference
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F. Learning Strategy
1. Pre-activity
- Teacher greets the student.
- Teacher checks the students’
attendance.
- Teacher shows slide showing
people and their hobbies.
- Teacher gives questions to lead
students to discuss the pictures
shown
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What are the people doing?
Do they look enjoying their
activities?
When do you think they do these
activities?
What benefits can they get by doing
these activities?
BRIDGING FROM PREEVIOUS TO THE LATEST MATERIIAL
NOT LEADING
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2. Whilst activity
- Teacher explains that
sometimes people’s hobbies
can describe what their
characteristics are.
- Teacher shows the pictures
again and ask the students to
guess what characteristics
belong to each person shown in
the picture.
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- Teacher shows a slide
containing bubbles with an
adjectives showing
characteristics in each of them.
- Students group the bubbles
based on the positive and
negative sense.
- Students add some more
adjectives they know.
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- Students interview two friends
related to their hobbies and then
guess what the friends’
personalities are.
- The some interviewers share the
interview result then confirm to
the interviewees.
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3. Post-activity - Teacher facilitates the students
to sum up today’s material. - Students write the interview
report in compositions as their homework.
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H. Assessment
a. Speaking AssessmentName Accuracy
(35- 50)Fluency(45-50)
Total Score
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b. Writing assessment
Code Descriptor
B Blank: nothing written or drawn in the space provided
I Illegible: cannot be read; completely crossed out / erased; not written in English
OR Irrelevant content: does not attempt assigned prompt (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”)
10 Response is not developed; ideas and information are limited and unclear. Organization is random with no links between ideas. Response has a limited relationship to the assigned task.
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Code Descriptor
20 Response is minimally developed with few ideas and little information. Organization is minimal with weak links between ideas. Response is partly related to the assigned task.
30 Response has a clear focus, adequately developed with ideas and supporting details. Organization is simple or mechanical with adequate links between ideas. Response is clearly related to the assigned task.
40 Response has a clear focus, well-developed with sufficient specific and relevant ideas and supporting details. Organization is logical and coherent with effective links between ideas. Response has a thorough relationship to the assigned task