LESSON PLAN

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

II.

III.

IV.

V.

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. 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 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 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 Main Material : LISTENING and SPEAKING - Expressing agreeing to invitation and feeling sympathy A. Expressing agreeing to an invitation Expressions Thank you, Id like to. I would, very much. That would be very nice. With pleasure That sounds a nice idea. Thank you very much, but Im not sure I can. Id like to, but . . . Thats very kind of you, but No, thank you Id like you to come to dinner Id like to ask you to come swimming Would you like to go to the theater with me on Saturday night? How about going to Functions Accepting an offer/invitation

Declining/refusing an offer/invitation

Offering an invitation

B. Expressing feeling sympathy Expressions Im sorry to hear that. How upsetting. Thats a pity Im terribly/dreadfully sorry about How annoying. You must be very upset/annoyed Functions

Showing sympathy

VI. VII. No. 1.

Method / Technique The steps of activities: Teachers activity Opening Activity Greetings Checking students attendance Motivating

: Drilling, Lecturing, Demonstrating

Students activity Answering the greeting Answering the teachers questions Answering the teachers questions about the topic will be discussed

Time 8 minutes

2.

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 .

Students listen to her/him attentively

70 minutes

Students read the expressions aloud together Students demonstrate dialogue or conversation in front of the class

Paying attention to the teachers comments for their mistakes made

12 minutes

VIII. Sources / Tools:

 IX.

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

Assessment Technique : Written Assessment Type : written paper test Assessment Instrument

X.

Approved by The Principal of SMA 1Rembang

Rembang, Teacher

July 2010

Drs. Setiya Purwoko NIP. 19632803 198803 1 003

Ariyati, S.Pd.

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

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 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.

XII.

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

Nobodys 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

*Im nobodys child, Im nobodys child Just like a flower, Im growing wild No mummys kisses and no daddys smile Nobody wants me Im nobodys child

People come for children and take the for their own But they all seem to pass me and Im left here for alone I know theyd like to take me but when they see Im blind They always take some other child and I am left behind (Repeat *) No mothers arms to hold me or soothe me when I cry Sometimes it gets so lonely, I wish that I could die Id walk the streets of heaven where all the blind can see And just like all the other kids thered be a home for me (Repeat *) XVI. Method / Technique: Three phase technique XVII. The steps of activities: No. 1. Teachers activity 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 doesnt have a mother or a father? If they dont 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. Id like to turn on the cassette for three Students activity Answering the greeting Time 5 minutes

Answering the teachers questions Answering the teachers questions about the topic will be discussed 25 minutes

2.

Students answer he teachers 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

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 3. Closing Activity Correcting the mistakes 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.

45 minutes

One or two groups read the result of their text 15 minutes

Paying attention to the teachers 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. Nobodys 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 *Im nobodys child, Im nobodys child Just like a _________(5)_, Im growing wild No mummys kisses and no daddys ________(6)_ Nobody wants me Im nobodys child People come for children and take the for their ________(7) But they all seem to pass me and Im left here for alone I know theyd like to take me but when they see Im ________(8) They always take some other child and I am left behind (Repeat *) No mothers arms to hold me or ________(9)_ me when I cry Sometimes it gets so _________ ,(10) I wish that I could die Id walk the streets of ___________(11) where all the blind can see And just like all the other kids thered be a __________(12) for me Answer Key 1. 2. 3. 4. 5. 6. stopped asked could began flower smile 7. own 8. blind 9. soothe 10. lonely 11. heaven 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 1. 2. POINTERS Students can name the main characters in the story Students can mention the time and place of the story happened. 3. 4. 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. 5. Students can express their feelings about the experience clearly. ... ... ... ... ( ) ... ...

If If If If

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

Known by The Headmaster of SMA 1Rembang

Rembang, July ., 2010 Teacher

Drs. Setiya Purwoko NIP. 19632803 198803 1 003

Ariyati, S.Pd.

STUDENTS WORKSHEET
Grade/Semester Topic Basic Competence : X/ 1 : Recount : 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. Nobodys 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 *Im nobodys child, Im nobodys child Just like a _________(5)_, Im growing wild No mummys kisses and no daddys ________(6)_ Nobody wants me Im nobodys child People come for children and take the for their ________(7) But they all seem to pass me and Im left here for alone I know theyd like to take me but when they see Im ________(8) They always take some other child and I am left behind (Repeat *) No mothers arms to hold me or ________(9)_ me when I cry Sometimes it gets so _________ ,(10) I wish that I could die Id walk the streets of ___________(11) where all the blind can see And just like all the other kids thered 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 .

LESSON PLAN
School Unit Subject Grade/Semester : : : SMA Negeri 1 Rembang English X/1 4 x 45 minutes

Time Allocation :

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. 1. Teachers activity Opening Greetings Asking the students condition Checking students attendance Reviewing the previous 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 Students activity Answering the greeting Answering the teachers questions Time 10 minutes

2.

Students join to their group Students are preparing their performance for some time

70 minutes

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 teachers 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 Type

: Performance Assessment : 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 5 4 3 2 1 Performance Tampil dengan baik sekali bicaranya jelas & lancar Tampil baik , bicara cukup lancar Tampil cukup bicara dapat difahami Tampil agak kurang, bicara agak tersendat Tampil tidak baik, bicara tidak dapat difahami

Skor 5 4 3 2 1

Kelancaran berbicara Tampil dengan baik sekali bicaranya jelas & lancar Tampil baik , bicara cukup lancar Tampil cukup bicara dapat difahami Tampil agak kurang, bicara agak tersendat Tampil tidak baik, bicara tidak dapat difahami

Skor 5 4

Grammar dan Vocabulary Menggunakan tata bahasa benar dan kosa kata tepat Tata bahasa dan kosa kata sesekali salah tapi masih bermakna

Tata bahasa dan kosa kata kadang salah tapi tetap bermakna

Tata bahasa dan kosa kata sering salah tapi tidak mengubah makna

Menggunakan tata bahasa dan kosa kata tidak bisa difahami

Skor 5 4 3 2

Ucapan dan Intonasi Sangat jelas dan benar mendekati penutur asli Jelas tapi masih ada aksen bahasa pertama Ucapan dan intonasi cukup jelas tapi kadang-kadang salah Ucapan dan intonasi sering salah tapi masih dapat difahami

Menggunakan tata bahasa dan kosa kata tidak bisa difahami

Skor 5 4 3 2 1

Manajemen wacana Merespon tindak tutur dengan tepat Merespon tindak tutur sesekali salah Kadang salah tapi masih bisa merespon Sering salah memahami dan merespon tindak tutur Tidak mampu memahami dan merespon tindak tutur

Approved by The Principalof SMA 1Rembang

Rembang, Teacher

July 2010

Drs. Setiya Purwoko NIP. 19632803 198803 1 003

Ariyati, S.Pd.

LESSON PLAN SCHOOL MATA PESUBJECT GRADE/SEMESTER ACADEMIC YEAR 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 : : : Spoken monolog of Narrative LISTENING and SPEAKING 2 x 45 minutes : SMA NEGERI 1 REMBANG : ENGLISH :X/1 : 2010/2011

MATERIALS ASPECT / SKILL TIME ALLOCATION

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, Im going to buy a nice red bow for my hair. Ill 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, Ill get frightened, said the mouse. The dog asked her, Little Mouse, you do look beautiful. Why dont 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, Ill 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.

Ill 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. 6. Sources : Text Book of English Texts in Use X, Dictionary 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, Im going to buy a nice red bow for my hair. Ill 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, Ill get frightened, said the mouse. The dog asked her, Little Mouse, you do look beautiful. Why dont 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, Ill 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. Ill 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 Fluency Intonation Performance NOTE : 1 - means very poor 3 - means enough 5 - means excellent 12345 1- 2345 12345 12345 2 - means poor 4 - means good

Approved by

Rembang, Teacher

July 2010

The Principal of SMA 1 Rembang

Drs. Setiya Purwoko NIP. 19632803 198803 1 003

Ariyati, S.Pd.

LESSON PLAN SCHOOL MATA PESUBJECT GRADE/SEMESTER ACADEMIC YEAR 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 : Monolog text of Narrative. : SPEAKING : 2 X 45 Minutes : SMA NEGERI 1 REMBANG : ENGLISH :X/2 : 2009 2010

TEXT TYPE SKILL TIME ALLOCATION 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. Thats the end of the story. What lesson can we learn? Right. KINDNESS EFFECTS MORE THAN SEVERITY.

3. 4.

METHOD/TECHNIQUE : Three phase technique 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. 6. 7. SOURCES : Look Ahead 3, Cassette ASSESSMENT : In the process of teaching-learning and spoken test ASSESSMENT INSTRUMENT SPEAKING TEST 1 Perform a role-play in front of the class with your group. Rubric and score of SPEAKING test : Pronunciation Fluency Intonation Performance NOTE : 1 - means very poor 3 - means enough 5 - means excellent 12345 1- 2345 12345 12345 2 - means poor 4 - means good

Known by Headmaster of SMA 1 Rembang

Rembang, October Teacher

2009

Drs. Setiya Purwoko NIP. 19632803 198803 1 003

Ariyati, S.Pd.

LESSON PLAN SCHOOL MATA PESUBJECT GRADE/SEMESTER ACADEMIC YEAR 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-resolutionreorientation) Identifying the events of the story from the texts being read Answering the questions and discussing them together : SMA NEGERI 1 REMBANG : ENGLISH :X/2 : 2009 2010

TEACHING-LEARNING OBJECTIVES At the end of the teaching-learning, students are able to: TEXT TYPE ASPECT / SKILL TIME ALLOCATION read monolog texts of narrative identify the generic structure of narrative texts identify the events of the story answer and discuss the questions given : Monolog text of Narrative : : READING 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. Thats 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 6. ASSESSMENT : Text Book Look Ahead 3, LKS, Kamus Bhs Inggris : 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. Dont 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. a. b. 2. a. b. 3. a. b. The wolf got trouble in his throat . . . . in the morning c. in the afternoon in the evening d. at midnight The wolf came to the cranes house for . . . . a visit c. food dinner d. a help The crane was asked to . . . the bone stuck in the wolfs throat. pull out c. push up carry out d. pick up

e. at night

e. playing

e. fill in

4. a. b. 5. a. b. 6. a. b. 7. a. b. 8. a. b. c. d. e.

Wolf : Good morning, Crane. Crane : . . . . Good morning, Wolf c. Good afternoon, Wolf e. Hi! Hello, Wolf! D. Good bye, Wolf Why was the bone able to stick to the wolfs throat? It happened because of . . . . carefulness c. hurriedness e. patience readiness d. happiness From the text, we know that the wolf was a . . . animal. sly c. patient e. helpful kind-hearted d. wise What message that we can learn from the text above is . . . . not to be helpful c. keeping your promise e. to be strong to be selfish d. not to be shy Why did the wolf ask for the cranes help? It was because . . . to draw the bone. the crane had a long bill there was no more friend the crane was a very good friend the wolf had a bad idea 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 The Headmaster of SMA 1Rembang

Rembang, Teacher

2010

Drs. Setiya Purwoko Ariyati, S.Pd.

Ariyati, S.Pd.

RENCANA PELAKSANAAN PEMBELAJARAN

SEKOLAH MATA PELAJARAN KELAS / SEMESTER TAHUN PELAJARAN STANDAR KOMPETENSI

: : : :

SMA NEGERI 1 REMBANG BAHASA INGGRIS X/2 2009-2010

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. : Teks tertulis narrative : WRITING : 4 X 45 Menit

JENIS TEKS ASPEK / SKILL ALOKASI WAKTU

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. Dont 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. Vinas 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 doesnt 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 Kepala SMA 1 Rembang

Rembang, Juli 2010 Guru Bahasa Inggris

Drs. Setiya Purwoko Ariyati, S.Pd.

Ariyati, S.Pd..

LESSON PLAN
School Unit Subject Grade/Semester Time Allocation : : : : SMA Negeri 1 Rembang English X / 1 (One ) 6 x 45 minutes

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 Read the texts carefully : READING and WRITING Recount Text

Slobber on the Train One day, I was on the train on my way home from my grandmothers place. I had spent the day there and I was very tired. I tried to stay awake, but didnt 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 1900s. He is best known for his paintings. Almost every style in modern art is represented in Picassos 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. 1. Teachers activity Opening Activity Greetings Asking students condition Checking students attendance Reviewing the previous lesson Motivating Main activities Brainstorming about 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.) Asking the students to do some exercises of simple past tense from the text book Checking the answers together Asking the students to read the regular verbs The students pronounced Students activity Answering the greeting Time 10 minutes

Answering the teachers questions Answering the teachers questions about the topic will be discussed

2.

Students answer he teachers questions at the brainstorming time Students find the meaning of some new words given

60 minutes

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

of past tense verbs correctly 3. Closing Activity Correcting the mistakes the students made in pronouncing new words Giving the students a little test of simple past tense and pronoun Checking the answers together

the regular verbs correctly 20 minutes

Students are repeating the teachers pronunciation

Students do the test individually

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 grandmothers place. I had spent the day there and I was very tired. I tried to stay awake, but didnt 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 1900s. He is best known for his paintings. Almost every style in modern art is represented in Picassos 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. No. 1. Teachers activity Opening Activity Greetings Asking students condition Checking students attendance Reviewing the previous lesson Motivating Main activities Brainstorming about the topic will be studied Students activity Answering the greeting Time 10 minutes

Answering the teachers questions Answering the teachers questions about the topic will be discussed

2.

Students answer he teachers questions at the brainstorming time

50 minutes

 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 Checking the answers together 3. Closing Activity Correcting the mistakes the students made in pronouncing new words Asking the students to have questions and answers about their experience using simple past tense and its 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

30 minutes Students are repeating the teachers pronunciation

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

Meeting 3: Writing skill (Joint Construction of text and Independent construction of text) No 1. Teachers activities Opening Activity Greetings Asking students condition Checking students attendance Reviewing the previous lesson Students activities Answering the greeting Answering the teachers questions Answering the teachers questions about the topic will be discussed Time 7 minutes

 Motivating

2.

Main activities Brainstorming about the topic will be studied 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 Asking the students to pay attention and checking the text together, and correcting the mistakes if there are

Students answer he teachers questions at the brainstorming time The students write a guidance recount text in group

45 minutes

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

3.

Closing Activity Asking the students to write a recount text about their own experience individually

The students write their experience in a recount text

38 minutes

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 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) 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 grandmothers place. I had spent the day there and I was very tired. I tried to stay awake, but didnt 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. 2. 3. 4. 5. Rewrite the orientation of the text. How many events are there in the text? What is the reorientation of the text? Whose experience is it? What is the synonym of mortified? II.

Picasso was one of the most outstanding and important artists of the 1900s. He is best known for his paintings. Almost every style in modern art is represented in Picassos 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 1. 2. 3. 4. 5. 6. 7. 8. 9. Who was Picasso? Where and When was he born? Why did he become famous? What tense is mostly used in the text? How many events are mentioned in the text? What was the writers evaluation on Picasso? Why did he join Blue Period style? What is the meaning of depict ( paragraph 4 line 2) 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 1. 2. POINTERS Students can name the main characters in the story Students can mention the time and place of the story happened. 3. 4. 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. 5. 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 The Principal of SMA 1Rembang

Rembang, Teacher

July 2010

Drs. Setiya Purwoko NIP. 19632803 198803 1 003

Ariyati, S.Pd...

LESSON PLAN
School Unit Subject Grade/Semester Time Allocation : : : : SMA NEGERI 1 REMBANG English X / 1 (One ) 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 : Id like you to meet Mr. Juhari. Let me introduce Mr. Juhari. Allow me to introduce Mr. Juhari This is Mr. Juhari : How do you do, Mr. Juhari. My name is Firdaus. : Nice to meet you.

Y Z

Greetings/Partings

Greetings Formal 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? Im fine, thanks. Very well, thanks. Not too bad, thanks.

Informal

Asking how someone is

Saying how you are/responding how you are Partings/Leave-takings Good bye Bye; bye bye See you soon/later/tomorrow Goodnight XLVI. Method / Technique XLVII.

: Three phase technique

The steps of activities:

No. 1.

Teachers activity Opening Activity Greetings Asking students condition Checking students attendance Motivating

Students activity Answering the greeting

Time 8 minutes

Answering the teachers questions Answering the teachers questions about the topic will be discussed 70 minutes

2.

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 Closing Activity Correcting the mistakes 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 teachers 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. Didnt you her at Steves party? Jim : No, I wasnt at Steves party. Don : Oh, then let me you to her now. Mary, this my cousin, Jim. Mary : Hi, Jim. Im glad to meet you. Jim : Im glad to meet you too. Cant we sit down somewhere and talk? Mary : Sure. Lets sit over there.

Approved by The Principal of SMA 1Rembang

Rembang, Teacher

July ., 2010

Drs. Setiya Purwoko NIP. 19632803 198803 1 003

Ariyati, S.Pd.

LESSON PLAN
School Unit Subject Grade/Semester Time Allocation I. : : : : SMA Negeri 1 Rembang English X / 1 (One ) 2 x 45 minutes

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. 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

II.

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 : Pattern : SUBJECT I To be/ To have (Simple Present Tense)

TO BE Am

COMPLEMENT 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

You/They/We/You and I/ Mira and Tita He/She/It/Mira/John

Are

is

SUBJECT I You/We/They/You and I He/She/It I/You/We/They He/She/It

HAVE/HAS (VERB) Have Have Has Do not have Does not have

OBJECT A book Some books Some books Some books Some books

VI. Method / Technique

: Three phase technique

VII. The steps of activities: No. Teachers activity 1. Opening Activity Greetings Asking students condition Checking students attendance Motivating

Students activity Answering the greeting

Time 8 minutes

Answering the teachers questions Answering the teachers questions about the topic will be discussed 70 minutes

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

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 teachers comments for their mistakes made

The teacher writes some general mistakes made by the students on the whiteboard. Asking the students to make sentences using Wh-/H- Questions Closing Activity Correcting the mistakes the students made Asking the students to write a composition telling about their daily activity

Doing homework at home

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 The Principalof SMA 1Rembang Rembang, Teacher July 2010

Drs. Setiya Purwoko NIP. 19632803 198803 1 003

Ariyati, S.Pd.