The document provides a lesson plan for a speaking class on past experiences. The lesson involves students writing an outline and speech about their childhood. Students first play a guessing game about places as a warmup. They then watch a video example and learn how to structure a recount text and outline. Students write an outline about their childhood, develop it into a full speech, and present it to the class. The teacher evaluates students on their outlines, written speeches, and oral presentations.

1. LESSON PLAN
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Field of Study : Language
Sub-Field of Study : English
Topic of Discussion : Past experiences
Skill : Speaking
Class : X
Semester : I
Time allocation : 3x 45 minutes
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I. Competence Standard
To convey meaning in short functional texts and simple monologues in
the form of a recount, narrative, and procedure in everyday context
II. Basic Competence
To convey meaning in simple monologue texts using a variety of
simple discourse accurately, fluently, and suitably in everyday context
in the form of recount, narrative, and procedure.
III. Indicators
1. Students are able to make an outline about their own past experiences
with at least 70% accuracy.
2. Students are able to make a text about their own past experiences
based on their outlines with at least 65% accuracy and a minimum of 1
page.
3. Students are able to perform their texts about their own past
experiences in front of the class with at least 65% accuracy and
fluency.
IV. Learning Materials
A. Pre – Activities
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2. Pictures from:
(http://images.google.co.id/bali,yogyakarta,jakarta)
1. “Guessing Places”
The teacher will divide the class into two groups. Then, she
will give some description of five places, and the students
answer it as soon as they know what the places are. The
fastest group who answer the description correctly wins the
game.
Pre Speaking Questions
a. What do you think about the game? Are the places
interesting? Have you ever gone to the places?
b. Where do you usually go to spend your holiday?
B. Theory
1. Recount
is a text to retell events in sequence for the purpose of
informing or entertaining.
It has 3 rhetorical steps (generic structure):
a. Orientation: provides the setting and introduces participants.
b. Events: tell what happened, in what sequence.
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3. c. Re-orientation: optional-closure of events.
Language Features
The use of general nouns (e.g vacation, travel)
The use of relating verbs (e.g was, were, had)
The use of past tense (e.g We saw our travel agent
and booked our tickets.)
C. Example:
I. A video recording of people performing their speeches: ‘My best holiday’
II. How to Make an Outline
• Reorientation must include who (people), where (place), what
(the event), when (time), why, and how.
• Sequence of events mean what happened during that time. The
events must be put in order.
• Reorientation is what happened at the end.
• In the outline make sure you only write the topic sentences and
you may use points.
• Use first person.
III. Example of an Outline from a Text
1. Orientation: Last holiday I visited a sheep property.
2. First event: On the first day the Merino wethers were crutched.
3. Second event: After lunch, we started shearing the lambs.
4. Third event: We all had to help to get the wethers and lambs
back into the paddocks.
5. Reorientation: This was a very long day but I enjoyed it a lot.
A visit to a
sheep
property
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4. Last holidays I visited a sheep property. I
helped in the shearing sheds and in the
orientation yards.
On the first day the Merino wethers were
crutched. I helped by sweeping up after the
rouseabout picked up the wool pieces.
Shearers start early (at 7.30 am).
After lunch, we started shearing the lambs.
There were more than 400 so we didn't
finish until the next day. Once again I was
sweeping and picking up dags.
sequence of
events I was tired by the end of the day in the shed
but our work wasn't finished. We all had to
help to get the wethers and lambs back into
the paddocks, as well as, we had to get a
mob of ewes and their lambs into the yards
for shearing the next day. Then it was time
for tea (that's what my nanna calls dinner).
This was a very long day but I enjoyed it a
lot.
reorientation
Language features:
Past tense: visited, helped
First person: I, we
Adverbs of time: after
IV. How to Perform Your Speech
1. Use palm cards
2. Your voice and pronunciation must be clear
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5. 3. Stand in the middle at the front
4. Keep a regular eye contact with the audience
5. Don’t read your notes all the time
6. Don’t talk too fast
D. Exercise
1. Write an outline about your childhood. (Score: 25 points)
2. Make a text about your childhood based on the outline. (score:
75 points)
3. After making the outline, perform the outline that you have
made in front of the class with acceptable pronunciation and
intonation!! (Score: 100 Points)
V. Learning Activities
Student’s activities
Students
A. Warming Up
1. respond to teacher’s greeting
2. understand to the teacher’s instruction about the game
“Guessing Places”
3. play the game “Guessing Places”
4. respond to the teacher’s pre –questions
B. Learning New Materials
5. watch a video recording of people performing their
speeches: ‘My best holiday’
6. discuss the vocabulary, grammar, how to make an outline,
the content, and recount from the example orally
7. discuss what recount is using power point
8. discuss making outlines using power point
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6. 9. discuss how to perform a speech using power point
10. ask questions (if there are any)
11. write an outline of childhood
12. discuss the outline by reading them
13. make the text
14. perform the text in front of the class
15. discuss the performances orally using feedback sheets
C. Closing Procedure
16. ask questions (if there are any)
17. receive the evaluation sheet paper
18. write an outline about “Your School Days”
19. make the outline and script
20. submit the outline and script
21. perform the outline in front on the class.
22. listen to the teacher’s comments
23. say good bye to teacher
VI. Teaching Aid and Sources of Materials
A. Teaching Aids
1. Handouts (outline example, exercise sheet and evaluation
sheet).
2. Pictures of places for pre activity “Bali”, “Jogjakarta”, and
“Jakarta”
3. Power point “How to Make an Outline”, “Recount”, and
“how to Perform a Speech”
4. A DVD “My Best Holiday” and a DVD player
B. Sources of Materials:
1. English in Mind 3
2. www.theholidayspot.com
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7. VII. Evaluation
A. Type of Test: Written – oral.
B. Test Item
1. Write an outline about your school days. (score: 25 points)
2. Make a text about your school days based on your outline.
(score: 75 points)
3. Perform your outline in front of the class. (score: 100 points)
APPENDICES
Appendix 1 Answer Keys
Warming Up
I. Pre-activity
1. Thailand
2. Sydney
3. London
4. Singapore
5. Paris
Pre – Skill Questions
A. The game was great. Yes, they were interesting place. No, I
haven’t.
B. Singapore, Malaysia, Bali, Lombok.
(The students’ answers may vary)
II. Exercise
A. The Speech Outline (100 Points)
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8. Topic sentence:
My childhood is full of happy memories.
Orientation:
We used to spend a lot of time playing in the backyard
First event (sequence of events):
My father built us a tree house in the backyard.
Second event:
My sister and I used to play ‘house’.
Third event:
We would invite our friends to play.
Fourth event:
Every month we would make a tree house party in the
backyard.
Fifth event:
Everyone always had a good time.
Reorientation:
The tree house still stands as a reminder of happy memories.
(The students’ answers may vary)
III. Evaluation
A. The Speech Outline
Topic sentence:
My first day of high school was nerve racking.
Orientation:
My first day was filled with new things do, and people to get to
know.
First event (sequence of events):
In the morning was the orientation ceremony.
Second event:
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9. New students were divided into their classes.
Third event:
We were taken on tour around the school.
Fourth event:
We were put into classrooms and got to know each other.
Reorientation:
Overall, the first day of high school was very interesting.
(The students’ answers may vary)
B. Aspects of Scoring
Written
Maximum Points Points
Grammar 25%
Vocabulary 10%
Content (generic 40%
structure)
Outline
Maximum Points Points
Generic Structure 20%
Language features 5%
Oral
Skill Maximal Points Points
Fluency, 30%
pronunciation,
intonation
Content (generic 40%
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10. structure,
relevance)
Body Language 30%
(eye contact,
posture)
Appendix 2 Teaching Activities
Teacher
A. Warming Up
1. greets to students
2. gives the instructions of playing “Guessing Places”
3. controls students playing the game “Guessing Places”
4. asks students about pre-questions
B. Learning New Materials
5. plays a video recording of people performing their speeches: ‘My best
holiday’
6. discusses the vocabulary, grammar, how to make an outline, the content,
and recount from the example orally
7. discusses what recount is using power point
8. discusses making outlines using power point
9. discusses how to perform a speech using power point
10. answers questions (if there are any)
11. asks students to write an outline of childhood
12. discusses the outline by reading them
13. asks students to make the text
14. asks students to perform the text in front of the class
15. discuss the performances orally using feedback sheets
C. Closing Procedure
17. answers questions (if there are any)
18. gives the evaluation sheet paper
19. asks students to write an outline about “Your School Days”
20. asks students to make outline and text
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11. 21. accepts the outline script and text
22. asks students to perform the outline in front on the class.
23. gives comments
24. say good bye to students
Appendix 3 HAND OUT
Appendix 4 TEACHING AIDS
B. Teaching Aids
1. Pictures of place for pre-activities
Pictures from:
(http://images.google.co.id/bali,yogyakarta,jakarta)
C. Sources of Materials:
3. English in Mind 3
4. www.theholidayspot.com
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