Lesson plan 1.1 and 1.2

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Lesson plan 1.1 and 1.2

  1. 1. LESSON PLAN (RPP) School : SMPN 2 Demak Subject : English Class/Semester : VIII (Eight) / 1 Time allocation: KD 1.1 : 6 x (2 x 40 minutes) KD 1.2 : 3 x (2 x 40 minutes) A. Competence Standard : 1. Understanding meaning of simple conversation for interpersonal and transactional, both interactive and no interactive, formal and informal situation, of communication in the closest social and academic contextsin the evirontment surrounding B.Basic Competence : 1.1 Understanding the explicit meaning in interpersonal and transactional in simple and oral conversation consisting: Asking for and denying the facts, Asking for and giving explanation, Asing for, giving and refusing a favor, Asking for and giving opinions, Congratulating and complimenting, Inviting, accepting and refusing invitations, Agreeing and disagreeing, Asking for and offering things, Asking for and giving suggestion in line with questioning and answering about culture. 1.2 Understanding the implicit meaning in interpersonal and transactional in simple and oral conversation consisting: Asking for and denying the facts, Asking for and giving explanation, Asing for, giving and refusing a favor, Asking for and giving opinions, Congratulating and complimenting, Inviting, accepting and refusing invitations, Agreeing and disagreeing, Asking for and offering things, Asking for and giving suggestion in line with questioning and answering about culture C. Learning Objectives : Students are expected to be able : a. Meeting 1 b. Meeting 2 : Responding expression of asking for and denying the fact. : Responding asking for and giving explanation. c. Meeting 3 - 4 : Responding conversation consisting noun phrase. d. Meeting5 - 6 : Responding conversation consisting comparative and superlative degree. e. Meeting 7 -8 : Responding dialog or monolog based on asking for and denying facts, asking for and giving explanation f. Meeting 9 : Responding dialog or monolog consisting 6 WH Question D. Learning Materials : a. Expression of asking for and denying the fact. How do you ask questions? If you want information, you need: Be + Subject + something [Type text]
  2. 2. Am Are Is Is Is I you she he it a student? Ben? Prita? Wisnu? an apple? Are Are Are we they you Students? Apples? Teachers? How do you deny? You need: Subject + be + not + something I You She He It am are is is is not not not not not Ani Ben Prita Wisnu an apple We They You are are are not not not b. Expression of asking for and giving explanation. c. Conversation consisting noun phrase. d. Conversation consisting comparative and superlative degree. [Type text] students. apples. teachers
  3. 3. e. Dialog or monolog based on asking for and denying favts, asking for and giving explanation f. Dialog or monolog consisting 6 WH Question Talk about the picture. Who is in the picture? What are in the picture? What is going on? Where are they? When do you use the expressions? Now listen to your teacher. Practice how to say the expressions.  Where‟s the book?  It‟s on the table.  The bag is right here.  There‟s pencil in my pencil case.  The pencil case is over there.  I got it yesterday.  I use it everyday.  I use it carefully.  The man runs fast.  The caterpillar crawls slowly. E. Learning Method: Three-Phase Technique ( Pre Listening, Whilst Listening and Post Listening) colaborated by TPR ( Total Phisical Response) F. Learning Procedure : 1. Pre Activities Teacher is going to: a. Preparing their students psychically and physically to join the learning process. b. Giving some questions correlated with the prior topics with the coming topics. c.Explaining the learning objectives and basic competence will be achieved. d.Telling the material essentials and explain the plan of activities based on syllabus. 2. Whilst Activities ( Consisting Exploration,Elaboration, and confirmation each meeting) a. Meeting 1 : Asking for and denying facts Activities Students carefully listen to expression of asking for and denyingfacts through tape recorder, video, teacher‟s example or between their classmates who has been known before. 2 Giving the students verbal respond against expression or main idea reflecting from expression of asking for and denying the facts related the theme. Finding the implicit and explicit meaning in interpersonal and Elaboratio n Explorati onnn No 1 3 [Type text] Note:
  4. 4. transactional text of asking for and denying the fact related to the themeaccurately. Confirmation 4 Practicing the topics through “Seeing pictures in your mind” It is a such 5 minutes activity/game to practice the expression of asking for and denying the fact: Procedure: Ask the students to close their eyes and sit in as relaxed a way as possible. Say that you are going to tell him the situation of your class for them to see in their minds. Tell the situation, slowly, for example: e.g - How many students are there in the class having black bags? - There was no broom at this corner this morning. Note: The topics could be larger by giving the situation outside classroom even your town. b. Meeting 2 : Asking for and giving explanation/ Meeting 7 and 8 : Responding dialog or monolog of asking for and denying facts/asking for and giving explanation Activities Students carefully listen toexpression given through tape recorder, video, teacher‟s example or between their classmates who has been known before. 2 Giving the students verbal respond against expression or main idea reflecting from expression given related to the theme. 3 Finding the implicit and explicit meaning in interpersonal and transactional text of expression given related to the themeaccurately. 4 Practicing the topics through “Meeting a Professor” It is a such 5 minutes activity/game to practice the expression of asking for and giving explanation: Procedure: Ask the students to come forward in front of the class. Let him/her to choose his/her goal in the future or a certain profession they like a lot. Let other students to be their patients, students, customers or members. Find among them who is the real professor in their job. We focus on the students who are listening the conversation by asking them who the expert is. Of course the real expert is someone who could give their student much explanation about the problem asked. Confirmation Elaboration Explorati on No 1 [Type text] Note: Make the situation almost real. Note:
  5. 5. c. Meeting 3and 4 : Noun phrase Activities Students carefully listen toconversation of noun phrase through tape recorder, video, teacher‟s example or between their classmates who has been known before. 2 Giving the students verbal responds against expression or main idea reflecting from conversation of noun phrase related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of conversation of noun phrase related to the themeaccurately. Elaboration Explorati on No 1 3 Confirmation 4 Note: Practicing the topics through “Picture Dictation” It is a such 5 minutes activity/game to practice monolog text of noun phrase: Procedure: Tell a scene or person or others, giving the student time to draw what you say. Let them compare pictures with each other. Find in the best picture among their block of chair and stick it on the white board. Let the class choose which picture is the best similar to your dictation given. Students do the activity in pairs. Note: Be more cheerful you can use the students in the class to be the picture or something else funny.. d. Meeting 5 and 6 : Comparative and superlative degree/ Meeting 9 : 6 WH Questions Activities Students carefully listen to conversation of comparative and superlative degree through tape recorder, video, teacher‟s example or between their classmates who has been known before. 2 Giving the students verbal responds against expression or main idea reflecting from conversation of comparative and superlative degree related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of conversation of comparative and superlative degree related to the themeaccurately. Elaboration Explorati on No 1 [Type text] 3 Note:
  6. 6. Confirmation 4 Practicing the topics through “Picture Dictation” It is a such 5 minutes activity/game to practice monolog text of comparative and superlative degree Procedure: Tell some description of a scene or person or others through their difference giving the student time to draw what you say. Let them compare pictures with each other. Find in the best picture among their block of chair and stick it on the white board. Let the class choose which picture is the best similar to your dictation given. e.g . Anton is smaller than Rio. His hair is longer than Rio. Etc. Now please draw the picture of Anton and Rio on white board. Note : Be more cheerful you can use the students in the class to be the picture or something else funny.. 3. Post Activities Teacher is going to: a. Summarize the topics with their students together. b. Score or reflect towards the activities that have been done consistently and systematically. c. Give feed back towards process and the learning result or output. d. Plan some follow up programs through remedial, enrichment counseling program or giving the students task or duty individually or in group based on the students‟ result of learning. e. Inform the upcoming learning objective. G. Source of Learning a. Text book relevant : - English in Focus For Junior High school Student 8th.Year/Artono wardiman,Masduki B.jahur,M.Sukirman Djusma /Pusat Perbukuan Dep.Pendidikan Nasional/2008. b. English Way SMP Grade VIII/Mulyono,S.Pd,M.A/CV.Yudistira/2008. c. Interactive English Junior High school 2. Emalia Iragiliati S, Iswahyuni, Farida Ulfa, Maria Anunsiata M.I., Fitri Hariana O. Yudhistira/2009. d. Conversation Scriptor Video based on the topics above. e. Suroundings or some relevant pictures. H. Assessment No. 1 Indicator Technique Responding some information orally Test Type Orally in text monolog of asking for and Instrument Answer the questions orally denying the fact. 2 [Type text] Responding some information orally Test Orally Answer the
  7. 7. in text monolog of asking for and question orally giving explanation. 3 Responding some information Non Test Verbally On process Verbally On process Orally On process verbally in text monolog of noun phrase 4 Responding verbally in some text information Non Test monologue of comparative and superlative degree Responding 5 verbally in some text information monologue of Non Test comparative and superlative degree INSTRUMENT : ( More detailed in the hand book oh English way) Do as the example.  Example: A: I‟m so (very/terribly) sorry, but I‟ve broken your alarm clock. B: That‟s quite alright (That doesn‟t matter/Don‟t worry about that). Make up dialogues using the information below. run over your cat lost my front door key burned a hole in the carpet broken your ash-tray lost your hat damaged your plastic flowers ASSESSMENT DESCRIPTION: 1. Number 1 has 3 points for right answer ( based on the numbers of the test item) 2. Number 2 has 2 points for right answer ( based on the numbers of th test item) 3. E.g = Numbers of score maximal I 5 x 3 = 15 II 5 x 2 = 10 Total 4. Max score = 10 5. Studnts‟ score = [Type text] GettingScore x10 MaximalScore 25
  8. 8. ASSESMENT RUBRICS: No. I Description Score 3 Right content, Less right grammar 2 Content and grammar improperly 1 No answer 0 Each right answer 2 Each wrong answer II Right content, Right grammar 0 Demak, July2012 Acknowledged by Headmaster of SMPN 2 Demak Dr. Trisyono, M. Pd NIP. 19590916 198302 1 002 [Type text] English Teacher Ifana Fauziyah, S. Pd
  9. 9. LESSON PLAN (RPP) School Subject : SMPN 2 Demak : English Class/Semester : VIII (Eight) / 1 Time allocation: KD 2.1 : 3 x ( 2 x 40 Minutes) KD 2.2 : 3 x ( 2 x 40 Minutes) I. Competence Standard : 2. Understanding meaning in the functional text orally and short and simple monolog text in descriptive, recount, exposition, poem, song, anecdote and film to communicate in social and academic contexts. J. Basic Competence : 2.1 Understanding the explicit meaning in the functional text orally and short and simple monolog text in descriptive, recount, exposition, poem, song, anecdote and film to communicate in social and academic contexts. 2.2 Understanding the implicit meaning in the functional text orally and short and simple monolog text in descriptive, recount, exposition, poem, song, anecdote and film to communicate in social and academic contexts. K. Learning Objectives : Students are expected to be able : g. Meeting 1 : Responding expression of asking for, giving and refusing a favor. h. Meeting 2 : Responding expression of asking for and giving opinion. i. Meeting 3 j. Meeting 4 : Responding to past action. : Responding monolog text of simple past tense. k. Meeting 5 : Responding monolog text of regular/irregular verb and adverbs of degree l. : Responding to dialog of descriptive text in certain situation or academic Meeting 6 context. L.Learning Materials : a. Responding expression of asking for, giving and refusing a favor. [Type text]
  10. 10. b. Responding expression of asking for and giving opinion. c. Responding to past action. The Simple Past Tense: Statements To tell something that happened in the past you use simple past tense. How do you do that? It‟s quite simple. Change the verb into the past tense form. Verbs in the past tense often end in –ed or -d. The verbs are called regular verbs. d. Responding monolog text of simple past tense. e. Responding monolog text of regular/irregular verb and adverbs of degree f. Responding to dialog of descriptive text in certain situation or academic context. M. Learning Method : Three-Phase Technique ( Pre Listening, Whilst Listening and Post Listening) colaborated by TPR ( Total Phisical Response) N. Learning Procedure : 4. Pre Activities [Type text]
  11. 11. Teacher is going to: c. Preparing their students psychically and physically to join the learning process. d. Giving some questions correlated with the prior topics with the coming topics. c.Explaining the learning objectives and basic competence will be achieved. d.Telling the material essentials and explain the plan of activities based on syllabus. 5. Whilst Activities ( Consisting Exploration, Elaboration, and confirmation each meeting) a. Meeting 1 and 2: Asking for, giving and refusing a favor/ asking for and giving opinions Exploratio n No 1 Elaboration 2 3 Confirmation 4 Activities Students carefully listen to expression of asking for, giving and refusing a favor/ asking for and giving opinions through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal respond against expression or main idea reflecting from expression of asking for, giving and refusing a favor/ asking for and giving opinions related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of expression of asking for, giving and refusing a favor/ asking for and giving opinions related to the themeaccurately. Note: Practicing the topics through “Seeing pictures in your mind” It is a such 5 minutes activity/game to practice expression of asking for, giving and refusing a favor/ asking for and giving opinionsProcedure: Ask the students to close their eyes and sit in as relaxed a way as possible. Say that you are going to tell him the situation of your class for them to see in their minds. Tell the situation, slowly, for example: e.g - How many students are there in the class having black bags? - There was no broom at this corner this morning. Note: The topics could be larger by giving the situation outside classroom even your town. b. Meeting 3 and 4 : Expressing past action/Simple past tense Activities Students carefully listen to Expressing past action/Simple past tense through tape recorder, video, teacher‟s example or between their classmates who has been known before. 2 Giving the students verbal respond against expression or main idea reflecting from Expressing past action/Simple past tense related the theme. 3 Finding the implicit and explicit meaning in interpersonal and transactional text of Expressing past action/Simple past tense related to the theme. Students note the words on the board. Elaboration Exploratio n No 1 [Type text] Note:
  12. 12. 4 Practicing the topics through “ Chain Story” It is such 5 minutes activity/game to practice Expressing past action/Simple past tense.Students do it in groups. Confirmation Procedure: Begin telling a story. This can be the first few lines of a story from your course book, or improvised, or you can invite a student to start. Then, going round the class, each student has to add another brief”instalment” to the story. Variation: Before you start, ask each student to choose a word. It can be an item of vocabulary recently learnt a verb in the past tense, or freely chosen. Then each‟ installment‟ has to include the word the student has chosen. Make the story insert with some funny word, it will be fun. c. Meeting 5 and 6 : Adverbs of degree and Descriptive text based dialogue. Activities Students carefully listen to Adverbs of degree and Descriptive text based dialogue through tape recorder, video, teacher‟s example or between their classmates who have known before. 2 Giving the students verbal responds against expression or main idea reflecting from Adverbs of degree and Descriptive text based dialogue related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of Adverbs of degree and Descriptive text based dialogue related to the themeaccurately. Elaboration Exploratio n No 1 3 Confirmation 4 Practicing the topics through “Who, Where and What?” It is such a 5 minutes activity/game to practice Adverbs of degree and Descriptive text based dialogue. Procedure: Describe an object in the classroom, and at the end of the description ask, what is it? Follow this with a description of person who is known to the students. They must try to identify what or who you have described. You : it‟s got two doors, it‟s green and I keep books in it. Students: The cupboard. You : She‟s wearing a mauve jersey and she‟s sitting in the middle of the room. Student : Wendy Note: Be more cheerful you can use the students in the class to be the picture or something else funny.. [Type text] Note:
  13. 13. 6. Post Activities Teacher is going to: a. Summarize the topics with their students together. b. Score or reflect towards the activities that have been done consistently and systematically. c. Give feed back towards process and the learning result or output. d. Plan some follow up programs through remedial, enrichment counseling program or giving the students task or duty individually or in group based on the students‟ result of learning. e. Inform the upcoming learning objective. O. Source of Learning a. Text book relevant : - English in Focus For Junior High school Student 8th.Year/Artono wardiman,Masduki B.jahur,M.Sukirman Djusma /Pusat Perbukuan Dep.Pendidikan Nasional /2008. b. English Way SMP Grade VIII/Mulyono,S.Pd,M.A/CV.Yudistira/2008. c. Interactive English Junior High school 2. Emalia Iragiliati S, Iswahyuni, Farida Ulfa, Maria Anunsiata M.I., Fitri Hariana O. Yudhistira/2009. d. Conversation Script or Video based on the topics above. e. Suroundings or some relevant pictures. P. Assessment No. 1 Indicator Technique Responding some information orally Test Type Orally in text monolog of asking for , Instrument Answer the questions orally giving and refusing a favor. Test 2 Orally Responding some information orally Answer the question orally in text monolog of asking for and giving opinions. 3 Responding some information Non Test Verbally On process Verbally On process verbally consisting of simple past tense and regular and irregular verbs. 4 Responding some information Non Test verbally consisting of adverb of degree and descriptive text based [Type text]
  14. 14. dialog. INSTRUMENT : Prepare later in line with the process teaching and learning at class ASSESSMENT DESCRIPTION: 1. Number 1 has 3 points for right answer ( based on the numbers of the test item) 6. Number 2 has 2 points for right answer ( based on the numbers of th test item) 7. E.g = Numbers of score maximal I 5 x 3 = 15 II 5 x 2 = 10 Total 25 8. Max score = 10 9. Studnts‟ score = GettingScore x10 MaximalScore ASSESMENT RUBRICS: No. I Description Score 3 Right content, Less right grammar 2 Content and grammar improperly 1 No answer 0 Each right answer 2 Each wrong answer II Right content, Right grammar 0 Demak, July 2012 Acknowledged by Headmaster of SMPN 2 Demak Dr. Trisyono, M. Pd NIP. 19590916 198302 1 002 [Type text] English Teacher Ifana Fauziyah, S. Pd
  15. 15. LESSON PLAN (RPP) School : SMPN 2 Demak Subject : English Class/Semester : VIII (Eight) / 1 Time allocation: KD 3.1 = 3 x ( 2 x 40 Menit) KD 3.2 = 3 x ( 2 x 40 Menit) Q. Competence Standard : Speaking 3. Expressing oral and simple conversation naturally, accurately and acceptably in interpersonal and transactional conversation interactively and non interactively in informal situation to communicate in social and academic contexts. R. Basic Competence : 4.1 Expressing oral and simple conversation naturally, accurately and acceptably in interpersonal and transactional conversation interactively and non interactively in informal situation to communicate in social and academic contexts consisting: Asking for and denying the facts, Asking for and giving explanation, Asing for, giving and refusing a favor, Asking for and giving opinions, Congratulating and complimenting, Inviting, accepting and refusing invitations, Agreeing and disagreeing, Asking for and offering things, Asking for and giving suggestion in line with questioning and answering about culture. 4.2 Expressing oral and simple conversation naturally, accurately and acceptably in interpersonal and transactional conversation interactively and non interactively in formal situation to communicate in social and academic contexts consisting: Asking for and denying the facts, Asking for and giving explanation, Asing for, giving and refusing a favor, Asking for and giving opinions, Congratulating and complimenting, Inviting, accepting and refusing invitations, Agreeing and disagreeing, Asking for and offering things, Asking for and giving suggestion in line with questioning and answering about culture. S. Learning Objectives : Students are expected to be able : m. Meeting 1 : Expressing congratulating and compliment. n. Meeting 2 : Expressing inviting, accepting and refusing invitations, Expressing agreeing and disagreeing. o. Meeting 3 : Expressing adverbs of frequency and indefinite pronouns. p. Meeting 4 : Expressing asking for and offering things and asking for and giving suggestion. q. Meeting 5 : Expressing giving instructions. r. Meeting 6 : Expressing Poems T.Learning Materials : a. Expressing congratulating and compliment. [Type text]
  16. 16. b. Expressing inviting, accepting and refusing invitations, Expressing agreeing and disagreeing. c. Expressing adverbs of frequency and indefinite pronouns. [Type text]
  17. 17. d. Expressing asking for and offering things and asking for and giving suggestion. Samantha Rina Samantha Rina Samantha Rina : I am going take my vacation to North Sumatra. Can you recommend any interesting places? : Yes, sure. Lake Toba is certainly a good place to visit. : How can I get there from Medan? : Well, you can take a bus. It takes about 4 hours. : OK. What can I do there? : Well you can go fishing, rowing or swimming. Besides the scenery is so marvelous. Samantha : Thanks for your advice. I‟ll think it over e. Expressing giving instructions. f. Expressing Poems Around the Year In January the year is just begun. In February there’s a Valentine for everyone. In March the winds can blow and blow. In April spring comes and there’s no more snow. In May the air is fresh and clean. In June the grass is long and green. In July the sun is high is the sky. In August hot winds go blowing by. In September we children go to school. In October Halloween fun is the rule. In November we have a day of Thanksgiving. In December there’s holiday fun in giving. U. Learning Method : Three-Phase Technique ( Pre Speaking, Whilst Speaking and Post Speaking) colaborated by PPP ( Presentation, Practise and Production) V. Learning Procedure : 7. Pre Activities Teacher is going to: e. Preparing their students psychically and physically to join the learning process. f. Giving some questions correlated with the prior topics with the coming topics. c.Explaining the learning objectives and basic competence will be achieved. d.Telling the material essentials and explain the plan of activities based on syllabus. [Type text]
  18. 18. 8. Whilst Activities ( Consisting Exploration, Elaboration, and confirmation each meeting) Elaboration Exploration a. Meeting 1 : Congratulation and Compliment No 1 Activities Giving the student some experience in speaking expression of congratulation and compliment through tape recorder, video, teacher‟s example or between their classmates who has been known before. 2 Giving the students verbal respond against expression or main idea reflecting from expression of congratulation and compliment related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of asking congratulation and compliment related to the theme. 3 Confirmation 4 Note: Practicing the topics through “Being An Ant” It is a such 5 minutes activity/game to practice the expression of congratulation and compliment: Procedure: Ask the students to list what they have already done successfully three or four things they like others know. Let them respond based the news given about people they have just met. Working in pairs, each student then chooses one of the areas in the other students list and asks them question about it. Variation : Working in group of 5 students, the students can pool the things they have done. Get in line and two groups face each other and go forward by asking and giving congratulation and complim ent each other. They then take it in turns to choose an area of interest and to ask the others question about it. First player in group 1 tell the success of player 2 to the player in different group and so on until the last players. b. Meeting 2 : Inviting, accepting and refusing invitations and agreeing and disagreeing. No 1 [Type text] Activities Giving the student some experience in speaking Inviting,accepting and refusing invitations and agreeing and disagreeing through tape recorder, video, teacher‟s example or between their classmates who has been known before. Note:
  19. 19. 2 Giving the students verbal respond against expression or main idea reflecting from Inviting, accepting and refusing invitations and agreeing and disagreeing related the theme. 3 Finding the implicit and explicit meaning in interpersonal and transactional text of Inviting, accepting and refusing invitations and agreeing and disagreeing related to the theme. 4 Practicing the topics through “ Let’s go party” It is a such 5 minutes activity/game to practice Inviting, accepting and refusing invitations and agreeing and disagreeing: Procedure: The student must prepare two different color cards. ( white for accepting and the other one for refusing) by then they have 2 minute to walk around the classroom and find at least 10 persons in the class who have time to go to your party. they get one point for every person they find in the time. Then they have to find someone who was born on the same day of the month. Give further similar tasks for as much time as you have the end, see how many points each students has. Note: Make it as competition by choosing two students on the floor. The fast student who gets 10 guests to come to the party is the winner. The situation almost real. c. Meeting 3 : Adverbs of frequency and indefinite pronouns No 1 2 Giving the students verbal responds against expression or main idea reflecting from Adverbs of frequency and indefinite pronouns related the theme. 3 Finding the implicit and explicit meaning in interpersonal and transactional text of Adverbs of frequency and indefinite pronouns related to the theme. 4 [Type text] Activities Giving the student some experience in speaking Adverbs of frequency and indefinite pronouns through tape recorder, video, teacher‟s example or between their classmates who has been known before. Practicing the topics through “Favourites” It is a such 5 minutes activity/game to practice Adverbs of frequency and indefinite pronouns: Procedure: Write on the board about five or six names of items or topics in the same field: television programmes, for instance, or foods, colours,song,singers, politici,school subjects,etc. identity each by colour card to identify the frequency of the student toward the topic asked. Then choose two students in the same seat to go in front class. Ask them to make distance about 10 meter. Let the first student guess the second person Note:
  20. 20. how many times do the topic given by looking the card that show different colour. Note : Be more cheerful you can use the students in the class to the funny topics. d. Meeting 4 : Asking for and offering things and asking for and giving suggestion. No 1 Activities Giving the student some experience in speaking Asking for and offering things and asking for and giving suggestion through tape recorder, video, teacher‟s example or between their classmates who has been known before. 2 Giving the students verbal responds against expression or main idea reflecting from Asking for and offering things and asking for and giving suggestion related the theme. 3 Finding the implicit and explicit meaning in interpersonal and transactional text of Asking for and offering things and asking for and giving suggestion related to the theme. 4 Note: Practicing the topics through “Wanting Something” It is a such 5 minutes activity/game to practice Asking for and offering things and asking for and giving suggestion. Procedure: Tell the students you have an item to give away as a gift, and the person who can give the most convincing reason why he or she wants it will get it. The item can be something that is really desirable ( a new car or a cool play station) or something that is bad. So that students really have to use their imaginations to devise reason why it might be needed. The situation can be changed into market to have more fun e.g . Andra wants to buy something for his father‟s birthday but he buy the bad gift. by then the shop keeper suggests him to change the gift based on his father like. Note : Be more cheerful you can ask the students in the class to bring the real thing and create the situation likes real market. e. Meeting 5 : Giving Instruction No 1 2 Giving the students verbal responds against expression or main idea reflecting from Giving Instruction related the theme. 3 [Type text] Activities Giving the student some experience in speaking Giving Instruction through tape recorder, video, teacher‟s example or between their classmates who has been known before. Finding the implicit and explicit meaning in interpersonal and transactional Note:
  21. 21. text of Giving Instruction related to the theme. 4 Practicing the topics through “ Yes man ” It is a such 5 minutes activity/game to practice Giving Instruction Procedure: One volunteer student stands in front of the class. The rest fire questions at him or her, with the aim of eliciting the answer „yes‟ or „no‟. the volunteer has to try to answer the question truthfully without these words. This will mostly be through the use of „tag‟ answers such as „I did‟ or „She does not‟. If the volunteer does say another word, he or she is „out‟ and another is chosen. Give a time limit of one minute; if within that time the volunteer has not said „no‟, and he/she can do all instruction,he or she has won. Note : Be more cheerful you can use the students in the class to be your assistant, gardener or bodyguard.. f. Meeting 5 : Poems No 1 Activities Giving the student some experience in poems through tape recorder, video, teacher‟s example or between their classmates who has been known before. 2 Giving the students verbal responds against expression or main idea reflecting from poems related the theme. 3 Finding the implicit and explicit meaning in interpersonal and transactional text of poems related to the theme. 4 Note: Practicing the topics through “Picture Dictation” It is a such 5 minutes activity/game to practice poems Procedure: Tell some reason why people need poems to express their feeling of certain thing or person or others through their difference giving the student time to draw what you say. Let them compare the statement with each other. Find in the best poems among their block of chair and stick it on the white board. Let the class choose which poems is the best similar to your description given. Note : Be more cheerful you can use the situation happen recently or related to one of the students condition. 9. Post Activities Teacher is going to: a. Summarizing the topics with their students together. b. Scoring or reflecting towards the activities that have been done consistently and systematically. c. Giving feed back towards process and the learning result or output. d. Planning some follow up programs through remedial, enrichment counseling program or giving the students task or duty individually or in group based on the students‟ result of learning. [Type text]
  22. 22. e. Informing the upcoming learning objective. W. Source of Learning a. Text book relevant : - English in Focus For Junior High school Student 8th.Year/Artono wardiman,Masduki B.jahur,M.Sukirman Djusma /Pusat Perbukuan Dep.Pendidikan Nasional /2008. b. English Way SMP Grade VIII/Mulyono,S.Pd,M.A/CV.Yudistira/2008. c. Interactive English Junior High school 2. Emalia Iragiliati S, Iswahyuni, Farida Ulfa, Maria Anunsiata M.I., Fitri Hariana O. Yudhistira/2009. d. Conversation Script or Video based on the topics above. e. Suroundings or some relevant pictures. X. Assessment No. 1 Indicator Technique Responding some information orally Test Type Orally in text monolog of congratulation Instrument Answer the questions orally and compliment. 2 Responding some information orally Test in text monolog of Orally Inviting, Answer the question orally accepting and refusing invitations and agreeing and disagreeing. 3 Responding some information Non Test Verbally On process Verbally On process Orally On process verbally in text monolog of adverbs of frequency and indefinite pronouns. 4 Responding some information Non Test verbally in text monologue of asking for and offering things, asking for and giving suggestions 5 Responding some information Non Test verbally in text monologue of giving [Type text]
  23. 23. instruction 6 Responding some information Non Test Orally On process verbally in the monologue of poems INSTRUMEN : Create later based on the process of learning in the class room. ASSESSMENT DESCRIPTION: 1. Number 1 has 3 points for right answer ( based on the numbers of the test item) 10. Number 2 has 2 points for right answer ( based on the numbers of th test item) 11. E.g = Numbers of score maximal I 5 x 3 = 15 II 5 x 2 = 10 Total 25 12. Max score = 10 13. Studnts‟ score = GettingScore x10 MaximalScore ASSESMENT RUBRICS: No. I Description Score 3 Right content, Less right grammar 2 Content and grammar improperly 1 No answer 0 Each right answer 2 Each wrong answer II Right content, Right grammar 0 Demak, July 2012 Acknowledged by Headmaster of SMPN 2 Demak Dr. Trisyono, M. Pd NIP. 19590916 198302 1 002 [Type text] English Teacher Ifana Fauziyah, S. Pd
  24. 24. LESSON PLAN (RPP) School Subject : SMPN 2 Demak : English Class/Semester : VIII (Eight) / 1 Time allocation: KD 4.1 = 3 x ( 2 x 40 Menit) KD 4.2 = 3 x ( 2 x 40 Menit) Y. Competence Standard : 4. Expressing meaning in the oral and simple text interactively and non interactively in formal and informal situation in descriptive, recount,exposition, poem, song, anecdote, filmto communicate in the social and academic context. Z.Basic Competence : 4.1 Expressing meaning of the text orally, fluently, accurately in descriptive, recount, exposition, poem, song, anecdote and film to communicate interactively and in informal ways in social and academic contexts in the environment surrounding in the environment surrounding in the environment surrounding in the surrounding. 4.2 Expressing meaning of the text orally, fluently, accurately in descriptive, recount, exposition, poem, song, anecdote and film to communicate non interactively and in formal ways in social and academic contexts in the environment surrounding in the environment surrounding in the environment surrounding in the surrounding. Å. Learning Objectives : Students are expected to be able : s. Meeting 1 -3 : Expressing meaning in a recount text based dialogue. t. Meeting 4 -5 : Expressing meaning in exposition text based dialogue. Ä. Learning Materials : a. Expressing meaning in a recount text based dialogue. Use the verbs in the list. Write the past form of the verbs. You may use some words more than one time go make get ride eat do take lose Tom : What did you do this weekend? Sue : I _______ up late on Saturday. I ______________ my bike in the park in the morning. And my family and I _____________ lunch in the park [Type text]
  25. 25. Tom : Did you do any work in the house? Sue : Yes, I ___________ the sandwiches for our picnic in the park, and I __________ the dishes after supper. What did you do this weekend? Tom : I did chores all Saturday morning. First I _____________ my bed and cleaned my room. I _____________ out the garbage, b. Expressing meaning in exposition text based dialogue. Ö. Learning Method : Three-Phase Technique ( Pre Listening, Whilst Listening and Post Listening) colaborated by TPR ( Total Phisical Response) AA. Learning Procedure : 10. Pre Activities Teacher is going to: g. Preparing their students psychically and physically to join the learning process. h. Giving some questions correlated with the prior topics with the coming topics. c.Explaining the learning objectives and basic competence will be achieved. d.Telling the material essentials and explain the plan of activities based on syllabus. 11. Whilst Activities ( Consisting Exploration, Elaboration, and confirmation each meeting) a. Meeting 1-3 : Expressing meaning in a recount text based dialogue No 1 2 3 4 [Type text] Activities Giving the student some experience in listening Expressing meaning in a recount text based dialogue through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal respond against expression or main idea reflecting from Expressing meaning in a recount text based dialogue related the theme. Finding the implicit and explicit meaning in a recount text based dialogue related to the theme. Practicing the topics through “ What has just happened” It is a such 5 minutes activity/game to practice the expression of Expressing meaning in a recount text based dialogue: Procedure: Write a series of events on the board-not more than about ten( there is a selection to choose from the box). In pairs or groups, students choose the event, think of an event which has caused someone to say it, and write down a brief description of the event, using the present perfect. For example they might choose „What?‟ and write: Someone hasn‟t heard clearly what was just said. Then they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the event that gave rise to them; the rest of the class guess what the events were. Note : The topics could be larger by giving the situation outside classroom Note:
  26. 26. even your town. b. Meeting 4-6 : Expressing meaning in exposition text based dialogue No 1 2 Activities Giving the student some experience in listening Expressing meaning in exposition text based dialogue through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal respond against expression or main idea reflecting from Expressing meaning in exposition text based dialogue related the theme. 3 Finding the implicit and explicit meaning in interpersonal and transactional text of Expressing meaning in exposition text based dialogue related to the theme. 4 Note: Practicing the topics through “ What’s just happened?” It is a such 5 minutes activity/game to practice the expression of Expressing meaning in exposition text based dialogue: Procedure: Write a series of events on the board-not more than about ten (there is a selection to choose from the box). In pairs or groups, students choose the event, think of an event which has caused someone to say it, and write down a brief description of the event, using the present perfect. For example they might choose „What?‟ and write: Someone hasn‟t heard clearly what was just said. Then they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the event that gave rise to them; the rest of the class guess what the events were. Note : The topics could be larger by giving the situation outside classroom even your town. 12. Post Activities Teacher is going to: a. Summarizing the topics with their students together. b. Scoring or reflecting towards the activities that have been done consistently and systematically. c. Giving feed back towards process and the learning result or output. d. Planning some follow up programs through remedial, enrichment counseling program or giving the students task or duty individually or in group based on the students‟ result of learning. e. Informing the upcoming learning objective. [Type text]
  27. 27. BB. Source of Learning a. Text book relevant : - English in Focus For Junior High school Student 8th.Year/Artono wardiman,Masduki B.jahur,M.Sukirman Djusma /Pusat Perbukuan Dep.Pendidikan Nasional /2008. b. English Way SMP Grade VIII/Mulyono,S.Pd,M.A/CV.Yudistira/2008. c. Conversation Script or Video based on the topics above. d. Suroundings or some relevant pictures. CC. Assessment No. 1 Indicator Technique Responding some information orally Test Type Orally in text monolog of Expressing Instrument Answer the questions orally meaning in a recount Test 2 Orally Answer the Verbally question orally text based dialogue Responding some information orally in text monolog of asking for and giving Non Test explanation. On process INSTRUMEN : Prepare later in line with the process of learning at class ASSESSMENT DESCRIPTION: 1. Number 1 has 3 points for right answer ( based on the numbers of the test item) 14. Number 2 has 2 points for right answer ( based on the numbers of th test item) 15. E.g = Numbers of score maximal I 5 x 3 = 15 II 5 x 2 = 10 Total 25 16. Max score = 10 17. Studnts‟ score = GettingScore x10 MaximalScore ASSESMENT RUBRICS: No. I Description Score 3 Right content, Less right grammar 2 Content and grammar improperly 1 No answer II Right content, Right grammar 0 Each right answer 2 [Type text]
  28. 28. Each wrong answer 0 Demak, July 2012 Acknowledged by Headmaster of SMPN 2 Demak Dr. Trisyono, M. Pd NIP. 19590916 198302 1 002 [Type text] English Teacher Ifana Fauziyah, S. Pd
  29. 29. LESSON PLAN (RPP) School Subject : SMPN 2 Demak : English Class/Semester : VIII (Eight) / 1 Time allocation: KD 5.1 = 6 x ( 2 x 40 Menit) KD 5.2 = 6 x ( 2 x 40 Menit) DD. Competence Standard : 5. Understanding meaning of functional text and short and simple essay in descriptive, recount,exposition, poem, song, anecdote, filmto communicate in the social and academic contexts in theenvirontment surrounding. EE. Basic Competence : 5.1 Understanding the explicit meaning of functional text and short and simple essay in descriptive, recount,exposition, poem, song, and anecdote, filmto communicate in the social and academic contexts in theenvirontment surrounding. 5.2 Understanding the implicit meaning of functional text and short and simple essay in descriptive, recount, exposition, poem, song, and anecdote, film to communicate in the social and academic contexts in theenvirontment surrounding. FF. Learning Objectives : Students are expected to be able : u. Meeting 1 : Understanding meaning in the form of sign. v. Meeting 2 : Understanding meaning in the form of short message. w. Meeting 3 : Understanding meaning in the form of invitation. x. Meeting 4 : Understanding meaning in the form of letter, y. Meeting 5 : Understanding meaning in the form of announcement. z. Meeting 6 : Understanding meaning in the form of a boarding pass coupon. å. Meeting 7 : Understanding meaning in the form of brochures on medicine. ä. Meeting 8 : Understanding meaning in the form of brochures. ö. Meeting 9 : Understanding meaning in the review of descriptive text. aa. Meeting 10 : Understanding meaning in the review of recount text. bb. Meeting 11-12 : Understanding meaning in the form of song. GG. Learning Materials : a. Sign. NO LITTERING [Type text] KEEP OF THE GRASS
  30. 30. b. Short message. Hi Mel, You’re right. The test will be held on June 8. Here are some information you need. Students are asked to have their own stationaries. Lateness is not tolerated. Cheating is prohibited. The ID- card must be presented. The fist day is biology. Tell you what, ….your bike was stolen last night. Sorry. Well, I’ve got to go now. We all miss you. See you soon. Take care. Don c. Invitation. Hi Roberto Dear Tom, I’m having a birthday party at Rose’s Cafe On Saturday, Sept 6 At 7 pm Thank you for your invitation to your birthday party at Rose’s Café. You are cordially invited. Tom I would love to come. Love, Roberto d. Letter. Hi Luis, I’m in Montreal for a conference. It’s a beautiful city. Lots of people speak French here, so I’m glad I took French in college. Great food! And the shops are good. Clothes are quite cheap. I bought a nice winter coat yesterday. I want to go to Quebec City for the weekend. It’s not far from here. Take care, Sue [Type text]
  31. 31. e. Announcement. f. Boarding pass coupon. g. Brochures on medicine. [Type text]
  32. 32. h. Review of descriptive text. i. Review of recount text. [Type text]
  33. 33. j. Song. HH. Learning Method : Three-Phase Technique ( Pre Reading, Whilst Reading and Post Reading) colaborated by TPR ( Total Phisical Response) II. Learning Procedure : [Type text]
  34. 34. 13. Pre Activities Teacher is going to: i. Preparing their students psychically and physically to join the learning process. j. Giving some questions correlated with the prior topics with the coming topics. c.Explaining the learning objectives and basic competence will be achieved. d.Telling the material essentials and explain the plan of activities based on syllabus. 14. Whilst Activities ( Consisting Exploration, Elaboration, and confirmation each meeting) a. Meeting 1-8 : Understanding meaning in the form of sign, short message, invitation, letter, announcement, a boarding pass coupon, brochure. No 1 2 Activities Giving the student some experience in reading sign, short message, invitation, letter, announcement, a boarding pass coupon, brochure through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal respond against expression or main idea reflecting from sign, short message, invitation, letter, announcement, a boarding pass coupon, brochure related the theme. 3 Finding the implicit and explicit meaning in interpersonal and transactional text of sign, short message, invitation, letter, announcement, a boarding pass coupon, and brochure related to the theme. 4 Practicing the topics through “Search through the sign” It is such 5 minutes activity/game to practice sign, short message, invitation, letter, announcement, a boarding pass coupon, brochure through quick reading; scanning. Procedure: Tell the students this is an exercise in quick scanning, a useful study skill. Open your any functional text at random, read out to the students a name, caption or sentence that is prominent on the open page or ask some common questions related functional text: can they find the place and tell you the page number? You may need to limit the scope. Give a little time after you have seen that the quickest students have found it in order to give the others a chance – then ask for the answer. Repeat it for three or four times. Note: Don‟t ask for immediate answer, but get students to write down the page numbers each time-then check result after several turns. b. Meeting 9-10 : Understanding meaning in the recount and descriptive text. [Type text] Note:
  35. 35. No 1 2 Activities Giving the student some experience in reading recount and descriptive text through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal respond against expression or main idea reflecting from recount and descriptive text related the theme. 3 Finding the implicit and explicit meaning in interpersonal and transactional text of recount and descriptive text related to the theme. 4 Note: Practicing the topics through “Mistake in Reading” It is a such 5 minutes activity/game to practice recount and descriptive text: Procedure: Select a text type in the students‟coursebook. Say that you are going to read the text aloud and they should follow in their own book. Add that you feel tired or haven‟t got your glasses and might make a mistake; they must tell you if you do. Read to the class, but substitute, add or omit words. The students should tell you immediately. Thank them, correct yourself and carry on making more mistakes. c. Meeting 11 and 12 : Understanding the meaning in the form of song. No 1 2 Activities Giving the student some experience in reading song through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal responds against expression or main idea reflecting from song related the theme. 3 Finding the implicit and explicit meaning in interpersonal and transactional text of song related to the theme. 4 Practicing the topics through “ Song Lover ” It is a such 5 minutes activity/game to practice song. Preparation: you will need a tape recorder and a cassette of music you like and you think your students will like. Procedure: Play the music firstly to make student be anxious and color the situation. Ask the students to read what color it and invite students to read their sentence to each other. Ask one or two students to read their answer s to the class as whole. [Type text] Note:
  36. 36. Variation: let the students all prepare as many as possible question related the song and give to the chosen student in front of class. Note : Be more cheerful you can use more variable genre of song like Dang Dut but it must be written in English. 15. Post Activities Teacher is going to: a. Summarizing the topics together with the students. b. Scoring or reflecting towards the activities that have been done consistently and systematically. c. Giving feed back towards process and the learning result or output. d. Planning some follow up programs through remedial, enrichment counseling program or giving the students task or duty individually or in group based on the students‟ result of learning. e. Informing the upcoming learning objectives. JJ. Source of Learning a. Text book relevant : - English in Focus For Junior High school Student 8th.Year/Artono wardiman,Masduki B.jahur,M.Sukirman Djusma /Pusat Perbukuan Dep.Pendidikan Nasional /2008. b. English Way SMP Grade VIII/Mulyono,S.Pd,M.A/CV.Yudistira/2008. c. Interactive English Junior High school 2. Emalia Iragiliati S, Iswahyuni, Farida Ulfa, Maria Anunsiata M.I., Fitri Hariana O. Yudhistira/2009. d. Conversation Script or Video based on the topics above. e. Suroundings or some relevant pictures. KK. Assessment No. 1 Indicator Understanding some Technique information Test Type Written implicitly or explicitly in functional Instrument Answer the questions texts given above. Written 2 Understanding some information Test Answer the written in recount text. 3 Understanding written in song. INSTRUMEN : [Type text] some question information Non Test Verbally On process
  37. 37. Listen to the following song and put the words in the correct place. believe long seemed used was had came looks said need Yesterday (The Beatles) Yesterday, all my troubles …..(1)….. so far away Now, it …..(2)….. as though they‟re here to Stay Oh I believe in yesterday Suddenly, I‟m not half the man I …..(3)….. to be There‟s a shadow hanging over me Oh yesterday, …..(4)….. suddenly Why she …..(5)….. to go I don‟t know She wouldn‟t say I …..(6)….., something wrong, now I …..(7)….. for yesterday Yesterday, love …..(8)….. such an easy game to play Now I …..(9)….. a place to hide away Oh, I …..(10)….. in yesterday Mm Mm Mm Yesterday ASSESSMENT DESCRIPTION: 1. Each Number has 3 points for right answer ( based on the numbers of the test item) 18. E.g = Numbers of score maximal I 5 x 3 = 15 II 5 x 2 = 10 Total 25 19. Max score = 10 20. Studnts‟ score = GettingScore x10 MaximalScore ASSESMENT RUBRICS: No. I Description Score Right content, Right grammar 3 Right content, Less right grammar 2 [Type text]
  38. 38. Content and grammar improperly No answer 0 Each right answer 2 Each wrong answer II 1 0 Demak, July 2012 Acknowledged by Headmaster of SMPN 2 Demak Dr. Trisyono, M. Pd NIP. 19590916 198302 1 002 [Type text] English Teacher Ifana Fauziyah, S. Pd
  39. 39. LESSON PLAN (RPP) School Subject : SMPN 2 Demak : English Class/Semester : VIII (Eight) / 1 Time allocation: KD 6.1 = 6 x ( 2 x 40 Menit) KD 6.2 = 3 x ( 2 x 40 Menit) LL. Competence Standard : 6. Expressing the meaning of written functional text and short and simple essay in descriptive, recount,exposition, poem, song, and anecdote, filmto communicate in the social and academic contexts. MM. Basic Competence : 6.1 Expressing information in the written functional text and short and simple essay in descriptive, recount,exposition, poem, song, and anecdote, filmto communicate in the social and academic contexts. 6.2 Understanding the meaning of short and simple essay in descriptive, recount, exposition, poem, song, and anecdote, film to communicate accurately, systematically and acceptable and in the social and academic contexts. NN. Learning Objectives : Students are expected to be able : cc. Meeting 1 : Completing puzzle, and arraging paragraph. dd. Meeting 2 : Writing a descriptive text. ee. Meeting 3 : Writing a recount text. ff. Meeting 4 : Expressing meaning in present perfect tense. gg. Meeting 5 : Expressing meaning in coordinative and temporal conjuction. hh. Meeting 6 : Writing an invitation letter. ii. Meeting 7 : Writing an SMS. jj. Meeting 8 : Arranging paragraph in recount and narative. kk. Meeting 9 - 12 : Writing an exposition text. OO. Learning Materials : a. Completing puzzle, and arraging paragraph. b. Writing a descriptive text. Dea Dea is a very good and helpful student. She is in Year Seven at Mondial Lower Secondary School. Her teacher is very proud of her because she is very good at Mathematics, English and [Type text]
  40. 40. Science. Her friends often ask for her helps to solve math problems. All her friends and teachers like her. Now she is thirteen years old. She is tall. Her hair is long. She is not fat. She is diligent and kind. She is also very helpful to her friends. She likes reading stories, cycling and playing badminton. c. Writing a recount text. Orientation Event 1 Dear Grandpa and grandma Yesterday at my school we had an International day. We had performances, food stalls, displays, raffle ticket draw, and some of us were dressed in costumes. We started our day off with performances but the one I liked best was the one from fourth grade. We played games. The performance I was in was Labamba. Event 2 Straight after our performances we had our lunch. There were food stalls. They came from Australia, Asia, Arab, and Greece Event 3 Everyone had a job. These people were from sixth grade. I did my job after I had lunch. My job was to sell International Day Books. Event 4 We had displays in the hall. These displays were good but I didn’t get to see them. The displays came from a lot of countries. Event 5 Re-orientation There was also a Trash and Treasure stall where they sold toys. The school got these things by asking the children to bring them in. Although I didn’t win anything, International Day was still fun Love from Sue [Type text]
  41. 41. d. Expressing meaning in present perfect tense. e. Expressing meaning in coordinative and temporal conjuction. f. Writing an invitation letter. You’re Invited Occasion : Kim’s Birthday Date : March 13 Time : 6:30 p.m. [Type text]
  42. 42. Place : 44 Devoe Road Directions: Take the no.5 bus to the corner of Devoe and King Street. We‟re the second house on the right. Please arrive on time. This is a surprise party. Regrets only: Marie Salinger 238-1722 or e-mail :Maries@dr.com g. Writing an Short Message Thank you very much for the bag. It’s very cute. I like the model. And I love the colours, too. Ella h. Arranging paragraph in recount and narative. i. Writing an exposition text. [Type text]
  43. 43. PP. Learning Method : Three-Phase Technique ( Pre Writing, Whilst Writing and Post Writing) colaborated by TPR ( Total Phisical Response) QQ. Learning Procedure : 16. Pre Activities Teacher is going to: k. Preparing their students psychically and physically to join the learning process. l. Giving some questions correlated with the prior topics with the coming topics. c.Explaining the learning objectives and basic competence will be achieved. d.Telling the material essentials and explain the plan of activities based on syllabus. 17. Whilst Activities ( Consisting Exploration, Elaboration, and confirmation each meeting) a. Meeting 1-2 : Completing puzzle, arranging paragraph and writing descriptive text. No 1 2 3 4 Activities Giving the student some experience in writing Completing puzzle, arranging paragraph and writing descriptive text. Through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal respond against expression or main idea reflecting from Completing, puzzle, arranging paragraph and writing descriptive text related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of Completing puzzle, arranging paragraph and writing descriptive text related to the theme. Note: Practicing the topics through “Making groups” It is a such 5 minutes activity/game to practice Completing puzzle, arranging paragraph and writing descriptive text Procedure: Decide what puzzle or descriptive topic you wish to reviews. Ask them to call out all the words they know related to that area, two students „secretary‟ should write the words on the board as the class call him out. Ask the student to think of as many different ways of grouping the words as possible. If you have colored chalks, ask the secretaries the various words they feel belong to one kind of grouping Note : The topics could be larger by giving the situation outside classroom even your town. b. Meeting 3 - 4 : Completing and arranging paragraph and writing recount text and Present Perfect Tense No 1 [Type text] Activities Giving the student some experience in writing Completing and arranging paragraph and writing recount text and Present Perfect Tensethrough Note:
  44. 44. 2 tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal responds against expression or main idea reflecting from Completing and arranging paragraph and writing recount text and Present Perfect Tense related the theme. 3 Finding the implicit and explicit meaning in interpersonal and transactional text of Completing and arranging paragraph and writing recount text and Present Perfect Tense related to the theme. 4 Practicing the topics through “ What has just happened” It is a such 5 minutes activity/game to practice the expression of Expressing meaning in a recount text based dialogue: Procedure: Write a series of events on the board-not more than about ten (there is a selection to choose from the box). In pairs or groups, students choose the event, think of an event which has caused someone to say it, and write down a brief description of the event, using the present perfect. For example they might choose „What?‟ and write: Someone hasn‟t heard clearly what was just said. Then they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the event that gave rise to them; the rest of the class guess what the events were. Note: The topics could be larger by giving the situation outside classroom even your town. c. Meeting 5 and 6 : Coordinative conjunction and temporal conjunction No 1 2 3 4 Activities Giving the student some experience in writing Coordinative conjunction and temporal conjunction through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal responds against expression or main idea reflecting from Coordinative conjunction and temporal conjunction related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of Coordinative conjunction and temporal conjunction related to the theme. Practicing the topics through “if I have a million dollars” It is a such 5 minutes activity/game to practice Coordinative conjunction and temporal conjunction: Procedure: Tell the students to imagine a million dollars ( or an equally large sum in the local country) is to be won by the person who can think and write the sentences using conjunction as many as possible related to [Type text] Note:
  45. 45. The money. Note : Be more cheerful you can use the students in the class to be the picture or something else funny.. d. Meeting 7 and 8 : Writing an invitation cards, an SMS and descriptive text. No 1 Activities Giving the student some experience in Writing an invitation cards, an SMS and descriptive text through tape recorder, video, teacher‟s example or between their classmates who has been known before. 2 Giving the students verbal responds against expression or main idea reflecting from Writing an invitation cards, an SMS and descriptive text related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of Writing an invitation cards, an SMS and descriptive text related to the theme. 3 4 Note: Practicing the topics through “Picture Dictation” It is a such 5 minutes activity/game to practice Writing an invitation cards, an SMS and descriptive text inside. Procedure: Tell some description of a scene or person or others through their difference giving the student time to draw what you say. Let them compare pictures with each other. Find in the best picture among their block of chair and stick it on the white board. Let the class choose which picture is the best similar to your dictation given. e.g . Anton is smaller than Rio. His hair is longer than Rio. Etc. Now please draw the picture of Anton and Rio on white board. Note : Be more cheerful you can use the students in the class to be the picture or something else funny.. e. Meeting 9 : Arranging paragraph and exposition text No 1 2 3 [Type text] Activities Giving the student some experience in writing of arranging paragraph and exposition text through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal responds against expression or main idea reflecting from of arranging paragraph and exposition text related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of arranging paragraph and exposition text related to the theme. Note:
  46. 46. Practicing the topics through “Changing Sentences” It is a such 5 minutes activity/game to practice arranging paragraph and exposition text. 4 Procedure: Choose a simple sentence pattern, which can be based on grammatical structure you have recently learnt. For example, I have already done my task, take a sentence like: She has written to her sister Then students invent variations, either by changing one element at a time: She has written to her sister Note : Be more cheerful you can use the students in the class to be the picture or something else funny.. 18. Post Activities Teacher is going to: a. Summarizing the topics with their students together. b. Scoring or reflecting towards the activities that have been done consistently and systematically. c. Giving feed back towards process and the learning result or output. d. Planning some follow up programs through remedial, enrichment counseling program or giving the students task or duty individually or in group based on the students‟ result of learning. e. Informing the upcoming learning objective. RR. Source of Learning a. Text book relevant : - English in Focus For Junior High school Student 8th.Year/Artono wardiman,Masduki B.jahur,M.Sukirman Djusma /Pusat Perbukuan Dep.Pendidikan Nasional /2008. b. English Way SMP Grade VIII/Mulyono,S.Pd,M.A/CV.Yudistira/2008. c. Conversation Script or Video based on the topics above. d. Suroundings or some relevant pictures. SS. Assessment No. 1 Indicator Technique Expressing some written information Test Type Written in puzzle, arranging and writing Instrument Answer the questions descriptive text. 2 [Type text] Expressing some written information Test Written Answer the
  47. 47. in completing and arranging question paragraph and writing recout and Present Perfect Tense 3 Expressing some verbally in conjunction information Non Test and Written On process Written On process Written On process coordinative temporal conjunction 4 Writing some information verbally in Non Test an invitation letter and Short Message. 5 Expressing some information Non Test verbally in exposition text. INSTRUMEN : Irregular verbs: Make a short dialogue telling what you did last weekend. For example: A: What did you do last weekend? B: I got up late. Exercise 3 In the following exercise, you will learn Andi’s first experience travelling by plane [Type text]
  48. 48. Change the verbs in brackets into the correct form. Andi (be) on a plane.It (be) the first time for him.A stewardess always (help) him.And she also (give) him food, drink, snack and candies. He (think), “How kind she is!” Then he (hear) an announcement, “Good morning ladies and gentlemen. This flight will be flown by Captain Ferda. It will fly at an altitude of 28.000 feet. Well, ladies and gentlemen have a pleasant flight.” Andi (be) so excited that he (Shut) his eyes to (look) outside at the clouds. “Wow, I am fying now‟. He (think), “What an exciting experience”. Exercise 4 Complete a text. Complete the following text with the correct forms of the verbs. buy eat get go make see sit take Shirley’s Day Off Shirley enjoyed her day off yesterday. She …..(1)….. up late, …..(2)….. jogging in the park, …..(3)….. a long shower, and …..(4)….. a big breakfast. In the afternoon, she …..(5)….. a movie with her sister. Then, she …..(6)….. groceries at the supermarket, and she …..(7)….. a big dinner for her parents. After dinner, Shirley and her parents …..(8)….. in the living room and talked. Shirley had a very nice day off yesterday. After completing the recount text above, please answer the following questions. 1. In the beginning of the text, what kinds of information do you get? a. Who enjoyed the day off? b. When did Shirley have her day off? c. Where did she spend her day off? 2. What did Shirley do in the morning? 3. What did Shirley do in the afternoon? 4. What did Shirley do in the evening? 5. What kind of day off did Shirley have yesterday? The teacher will tell you another story. Listen to the story carefully. [Type text]
  49. 49. After that, retell the story by filling in the blanks with suitable verbs in the following passage. I am used to travelling by air and only on one occasion have I ever felt frightened. After taking off, we ………. low over the city. It slowly ………. high to the sky.But, suddenly it ………. round and ………. back to the airport.An air-hostess ………. us to keep calm and to get off the plane quietly as soon as it ………. down. Everybody on board ………. worried and we ………. curious to find out what ……….. Later we ………. That there ……… a very important person on board. Earlier, somebody ………. the police that there ………. a bomb on the plane. After we ………., the police ………. the plane carefully.Fortunately they ………. not ………. a bomb and five hours later we ………. able to take off again. ASSESSMENT DESCRIPTION: 1. Each Number has 3 points for right answer ( based on the numbers of the test item) 21. E.g = Numbers of score maximal I 5 x 3 = 15 II 5 x 2 = 10 Total 25 22. Max score = 10 23. Studnts‟ score = GettingScore x10 MaximalScore ASSESMENT RUBRICS: No. I Description Score 3 Right content, Less right grammar 2 Content and grammar improperly 1 No answer 0 Each right answer 2 Each wrong answer II Right content, Right grammar 0 [Type text]
  50. 50. Demak, July 2012 Acknowledged by Headmaster of SMPN 2 Demak Dr. Trisyono, M. Pd NIP. 19590916 198302 1 002 [Type text] English Teacher Ifana Fauziyah, S. Pd
  51. 51. LESSON PLAN (RPP) School Subject : SMPN 2 Demak : English Class/Semester : VIII (Eight) / 2 Time allocation: KD 7.1 : 6 x ( 2 x 40 Menit) KD 7.2 : 3 x ( 2 x 40 Menit) TT. Competence Standard : 5. Understanding meaning of simple conversation for interpersonal and transactional, both interactively and non interactively, formal and informal situation, of communication in the social and academic contexts. UU. Basic Competence : 5.1 Understanding the explicit meaning in interpersonal and transactional in simple and oral conversation consisting: asking for, giving and denying information, starting, extending and closing conversation, asking for, giving and denying permission, making phone call, offering, accepting and refusing something, asking for and giving agreement in line with questioning and answering about culture. 5.2 Understanding the implicit meaning in interpersonal and transactional in simple and oral conversation consisting: asking for, giving and denying information, starting, extending and closing conversation, asking for, giving and denying permission, making phone call, offering, accepting and refusing something, asking for and giving agreement in line with questioning and answering about culture VV. Learning Objectives : Students are expected to be able : ll. Meeting 1 : Responding an expression of asking for and denying information. mm. Meeting 2: Responding starting, extending and closing conservation. nn. Meeting 3 : Responding an expression of asking for, giving and denying permission. oo. Meeting 4 : Responding monolog text or conversation consisting future tense.. pp. Meeting 5 : Responding monolog text and conversation consisiting linking verb. qq. Meeting 6 : Responding dialog or monolog about making phone call. I. Meeting 7 : Responding an expresson of offering, accepting and refusing something rr. Meeting 8 : Responding an expression of asking for ang giving agreement ss. Meeting 9 :Responding meaning in the anecdote WW. Learning Materials : a. Asking for and denying information. [Type text]
  52. 52. b. Starting, extending and closing conservation. c. Asking for, giving and denying permission. [Type text]
  53. 53. d. Simple Future Tense. [Type text]
  54. 54. e. Linking verb. f. [Type text] Making phone call.
  55. 55. g. Offering, accepting and refusing something. h. Asking for and giving agreement. [Type text]
  56. 56. i. Anecdote Text XX. Learning Method : Three-Phase Technique ( Pre Listening, Whilst Listening and Post Listening) colaborated by TPR ( Total Phisical Response) YY. Learning Procedure : 19. Pre Activities Teacher is going to: m. Preparing their students psychically and physically to join the learning process. n. Giving some questions correlated with the prior topics with the coming topics. c.Explaining the learning objectives and basic competence will be achieved. d.Telling the material essentials and explain the plan of activities based on syllabus. 20. Whilst Activities ( Consisting Exploration, Elaboration, and confirmation each meeting) [Type text]
  57. 57. a. Meeting 1-3 : Asking for and denying information, Starting, extending and closing information and asking for, giving and denying permission. No 1 2 3 4 Activities Note: Giving the student some experience in listening expression of Asking for and denying information, Starting, extending and closing information and asking for, giving and denying permission through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal respond against expression or main idea reflecting from expression of expression of Asking for and denying information, Starting, extending and closing information and asking for, giving and denying permission related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of expression of Asking for and denying information, Starting, extending and closing information and asking for, giving and denying permission related to the theme. Practicing the topics through “Seeing pictures in your mind” It is a such 5 minutes activity/game to practice the expression of expression of Asking for and denying information, Starting, extending and closing information and asking for, giving and denying permission: Procedure: Ask the students to close their eyes and sit in as relaxed a way as possible. Say that you are going to tell him the situation of your class for them to see in their minds. Tell the situation, slowly, for example: e.g - How many students are there in the class having black bags? - There was no broom at this corner this morning. Note : The topics could be larger by giving the situation outside classroom even your town. b. Meeting 4 - 5 : Simple Future Tense and Linking Verb. No 1 2 Activities Giving the student some experience in listening Simple Future Tense and Linking Verb through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal respond against expression or main idea reflecting from Simple Future Tense and Linking Verb related the theme. 3 4 [Type text] Finding the implicit and explicit meaning in interpersonal and transactional text of Simple Future Tense and Linking Verb related to the theme. Practicing the topics through “Meeting a Profesor” It is a such 5 minutes activity/game to practice Simple Future Tense and Linking Verb Procedure: Ask the students to come forward in front of the class. Let him/her to choose Note:
  58. 58. his/her goal in the future or a certain profession they like a lot. Let other students to be their patients, students, customers or members. Find among them who is the real professor in their job. We focus on the students who are listening the conversation by asking them who the expert is. Off course the real expert is someone who could give their student much explanation about the problem asked. Note : Make the situation almost real . c. Meeting 6 - 8: Making Phone call and offering, accepting and refusing something, and asking for and giving agreement. No 1 2 3 4 Activities Giving the student some experience in listening conversation of Making Phone call and offering, accepting and refusing something, and asking for and giving agreement. through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal responds against expression or main idea reflecting from conversation of Making Phone call and offering, accepting and refusing something, and asking for and giving agreement. related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of conversation of conversation of Making Phone call and offering, accepting and refusing something, and asking for and giving agreement related to the theme. Note: Practicing the topics through “Picture Dictation” It is a such 5 minutes activity/game to practice conversation of Making Phone call and offering, accepting and refusing something, and asking for and giving agreement. Procedure: Tell a scene or person or others, giving the student time to draw what you say. Let them compare pictures with each other. Find in the best picture among their block of chair and stick it on the white board. Let the class choose which picture is the best similar to your dictation given. Note : Be more cheerful you can use the students in the class to be the picture or something else funny.. a. Meeting 9 : Anecdote Text No 1 [Type text] Activities Giving the student some experience in listening Anecdote Textthrough tape recorder, video, teacher‟s example or between their classmates who has been Note:
  59. 59. 2 3 4 known before. Giving the students verbal responds against expression or main idea reflecting from Anecdote Text related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of conversation of Anecdote Text Practicing the topics through “Picture Dictation” It is a such 5 minutes activity/game to practice Anecdote Text Procedure: Tell some description of a scene or person or others through their difference giving the student time to draw what you say. Let them compare pictures with each other. Find in the best picture among their block of chair and stick it on the white board. Let the class choose which picture is the best similar to your dictation given. e.g . Anton is smaller than Rio. His hair is longer than Rio. Etc. Now please draw the picture of Anton and Rio on white board. Note : Be more cheerful you can use the students in the class to be the picture or something else funny.. 21. Post Activities Teacher is going to: a. Summarizing the topics with their students together. b. Scoring or reflecting towards the activities that have been done consistently and systematically. c. Giving feed back towards process and the learning result or output. d. Planning some follow up programs through remedial, enrichment counseling program or giving the students task or duty individually or in group based on the students‟ result of learning. e. Informing the upcoming learning objective. ZZ. Source of Learning a. Text book relevant : - English in Focus For Junior High school Student 8th.Year/Artono wardiman,Masduki B.jahur,M.Sukirman Djusma /Pusat Perbukuan Dep.Pendidikan Nasional /2008. b. English Way SMP Grade VIII/Mulyono,S.Pd,M.A/CV.Yudistira/2008. c. Conversation Script or Video based on the topics above. d. Suroundings or some relevant pictures. ÅÅ. Assessment No. 1 Indicator Responding some information orally Test in text monolog of asking for and [Type text] Technique Type Orally Instrument Answer the questions orally
  60. 60. denying the fact. 2 Responding some information orally Test Orally in text monolog of asking for and Answer the question orally giving explanation. 3 Responding some information Non Test Verbally On process Verbally On process Orally On process verbally in text monolog of noun phrase 4 Responding verbally some in text information Non Test monologue of comparative and superlative degree Responding 5 verbally some in text information monologue of Non Test comparative and superlative degree INSTRUMEN : Prepare later in line with the teaching process ASSESSMENT DESCRIPTION: 1. Number 1 has 3 points for right answer ( based on the numbers of the test item) 24. Number 2 has 2 points for right answer ( based on the numbers of th test item) 25. E.g = Numbers of score maximal I 5 x 3 = 15 II 5 x 2 = 10 Total 25 26. Max score = 10 27. Studnts‟ score = GettingScore x10 MaximalScore ASSESMENT RUBRICS: No. I Description Score 3 Right content, Less right grammar 2 Content and grammar improperly 1 No answer 0 Each right answer 2 Each wrong answer II Right content, Right grammar 0 [Type text]
  61. 61. Demak, July 2012 Acknowledged by Headmaster of SMPN 2 Demak Dr. Trisyono, M. Pd NIP. 19590916 198302 1 002 [Type text] English Teacher Ifana Fauziyah, S. Pd
  62. 62. LESSON PLAN (RPP) School Subject : SMPN 2 Demak : English Class/Semester : VIII (Eight) / 2 Time allocation: KD 8.1 : 6 x ( 2 x 40 Menit) KD 8.2 : 3 x ( 2 x 40 Menit) ÄÄ. Competence Standard : 8. Understanding meaning in the functional text orally and short and simple monolog text in descriptive, recount, exposition, poem, song, anecdote and film to communicate in social and academic contexts. ÖÖ. Basic Competence : 8.1 Understanding the explicit meaning in the functional text orally and short and simple monolog text in descriptive, recount, exposition, poem, song, anecdote and film to communicate in social and academic contexts. 8.2 Understanding the implicit meaning in the functional text orally and short and simple monolog text in descriptive, recount, exposition, poem, song, anecdote and film to communicate in social and academic contexts. AAA. Learning Objectives : Students are expected to be able : tt. Meeting 1-4 : Responding narrative text based dialogue to practice the previous expression. uu. Meeting 5-6 : Responding meaning in the past form of be. vv. Meeting 7-9 : Responding exposition text based dialogue through a phone. BBB. Learning Materials : a. Narrative text based dialogue to practice the previous expression. [Type text]
  63. 63. b. Responding meaning in the past form of be. c. Exposition text. [Type text]
  64. 64. [Type text]
  65. 65. CCC. Learning Method : Three-Phase Technique ( Pre Listening, Whilst Listening and Post Listening) colaborated by TPR ( Total Phisical Response) DDD. Learning Procedure : 22. Pre Activities Teacher is going to: o. Preparing their students psychically and physically to join the learning process. p. Giving some questions correlated with the prior topics with the coming topics. c.Explaining the learning objectives and basic competence will be achieved. d.Telling the material essentials and explain the plan of activities based on syllabus. 23. Whilst Activities ( Consisting Exploration, Elaboration, and confirmation each meeting) a. Meeting 1 - 4: Narrative text based dialogue to practice the previous expression No 1 2 3 4 Activities Giving the student some experience in listening Narrative text based dialogue through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal respond against expression or main idea reflecting from Narrative text based dialogue related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of Narrative text based dialogue related to the theme. Practicing the topics through “Seeing pictures in your mind” It is a such 5 minutes activity/game to practice expression of Narrative text based dialogue Procedure: Ask the students to close their eyes and sit in as relaxed a way as possible. Say that you are going to tell him the situation of your class for them to see in their minds. Tell the situation, slowly, for example: [Type text] Note:
  66. 66. e.g - How many students are there in the class having black bags? - There was no broom at this corner this morning. Note : The topics could be larger by giving the situation outside classroom even your town. b. Meeting 5 - 6 : Responding meaning in the past form of be No 1 2 Activities Giving the student some experience in listening past form of be through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal respond against expression or main idea reflecting from past form of be related the theme. 3 Finding the implicit and explicit meaning in interpersonal and transactional text of past form of be related to the theme. 4 Note: Practicing the topics through “ Chain Story” It is such 5 minutes activity/game to practice past form of be Procedure: Begin telling a story. This can be the first few lines of a story from your course book, or improvised, or you can invite a student to start. Then, going round the class, each student has to add another brief”instalment” to the story. Variation: Before you start, ask each student to choose a word. It can be an item of vocabulary recently learnt a verb in the past tense, or freely chosen. Then each‟ installment‟ has to include the word the student has chosen. Make the story insert with some funny word, it will be fun. c. Meeting 7-9 : Exposition text based dialogue through a phone. No 1 2 3 4 [Type text] Activities Giving the student some experience in listening Exposition text based dialoguethrough tape recorder, video, teacher‟s example or between their classmates who have known before. Giving the students verbal responds against expression or main idea reflecting from Exposition text based dialogue related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of Exposition text based dialogue related to the theme. Practicing the topics through “Who, Where and What?” Note:
  67. 67. It is a such 5 minutes activity/game to practice Exposition text based dialogue. Procedure: Describe an object in the classroom, and at the end of the description ask, what is it? Follow this with a description of person who is known to the students. They must try to identify what or who you have described. You : it‟s got two doors, it‟s green and I keep books in it. Students: The cupboard. You : She‟s wearing a mauve jersey and she‟s sitting in the middle of the room. Student : Wendy Note : Be more cheerful you can use the students in the class to be the picture or something else funny.. 24. Post Activities Teacher is going to: a. Summarizing the topics with the students together. b. Scoring or reflecting towards the activities that have been done consistently and systematically. c. Giving feed back towards process and the learning result or output. d. Planning some follow up programs through remedial, enrichment counseling program or giving the students task or duty individually or in group based on the students‟ result of learning. e. Informing the upcoming learning objective. EEE. Source of Learning a. Text book relevant : - English in Focus For Junior High school Student 8th.Year/Artono wardiman,Masduki B.jahur,M.Sukirman Djusma /Pusat Perbukuan Dep.Pendidikan Nasional /2008. b. English Way SMP Grade VIII/Mulyono,S.Pd,M.A/CV.Yudistira/2008. c. Conversation Script or Video based on the topics above. d. Suroundings or some relevant pictures. FFF. Assessment [Type text]
  68. 68. No. 1 Indicator Technique Responding narrative text based Test Type Orally dialogue to practice the previous Instrument Answer the questions orally expression.. Test 2 Orally Responding meaning in the past Answer the question orally form of be 3 Responding exposition text based Non Test Verbally dialogue through a phone. INSTRUMEN : Prepare later in line with the process teaching and learning at class ASSESSMENT DESCRIPTION: 1. Number 1 has 3 points for right answer ( based on the numbers of the test item) 28. Number 2 has 2 points for right answer ( based on the numbers of th test item) 29. E.g = Numbers of score maximal I 5 x 3 = 15 II 5 x 2 = 10 Total 25 30. Max score = 10 31. Studnts‟ score = GettingScore x10 MaximalScore ASSESMENT RUBRICS: No. I Description Score 3 Right content, Less right grammar 2 Content and grammar improperly 1 No answer 0 Each right answer 2 Each wrong answer II Right content, Right grammar 0 [Type text] On process
  69. 69. Demak, July 2012 Acknowledged by Headmaster of SMPN 2 Demak Dr. Trisyono, M. Pd NIP. 19590916 198302 1 002 [Type text] English Teacher Ifana Fauziyah, S. Pd
  70. 70. LESSON PLAN (RPP) School Subject : SMPN 2 Demak : English Class/Semester : VIII (Eight) / 2 Time allocation: KD 9.1 = 6 x ( 2 x 40 Menit) KD 9.2 = 3 x ( 2 x 40 Menit) GGG. Competence Standard : Speaking 9. Expressing meaning in a simple interpersonal and transactional text interactively and non interactively in formal and informal situation to communicate with the social and academic contexts. HHH. Basic Competence : 14.1 Expressing oral and simple words naturally, accurately and acceptably in interpersonal and transactional conversation interactively and non interactively in informal situation to communicate in social and academic contexts consisting: asking for, giving and denying information, starting, extending and closing conversation, asking for, giving and denying permission, making phone call, offering, accepting and refusing something, asking for and giving agreement in line with questioning and answering about culture. 14.2 Expressing oral and simple words naturally, accurately and acceptably in interpersonal and transactional conversation interactively and non interactively in formal situation to communicate in social and academic contexts consisting: asking for, giving and denying information, starting, extending and closing conversation, asking for, giving and denying permission, making phone call, offering, accepting and refusing something, asking for and giving agreement in line with questioning and answering about culture. III.Learning Objectives : Students are expected to be able to express: ww. Meeting 1 : Asking for, giving and refusing opinions. xx. Meeting 2 : Admiring something. yy. Meeting 3 : a statement and give attention to speaker. zz. Meeting 4 - 5: preference åå. Meeting 6 : sympathy. ää. Meeting 7 : asking for, giving and refusing helps. öö. Meeting 8 : Asking for,giving and refusing things. aaa. Meeting 9 : ”because” or ”because of” JJJ. Learning Materials : a. Asking for, giving and refusing opinions. [Type text]
  71. 71. b. Admiring something How to admire someone or something, we can express them into two ways: 1. What –(an/a) – Adjective – Noun! 2. How – Adjective – Noun ! E.g : What a beatiful night here! Or How beatiful night! . c. Respond a statement and give attention to speaker. d. Preference e. f. sympathy. There are some many ways to express sympathy formal and informally. [Type text]
  72. 72. 1. 2. 3. 4. 5. That‟s awful/ a shame/a pity/a terrible/ too bad What a shame/ what a pity How terrible/ awfulo/dreadful I‟m so sorry to hear that Poor you are/ I express my deep condolence. g. Asking for, giving and refusing helps. h. Asking for,giving and refusing things. [Type text]
  73. 73. i. ”because” or ”because of” KKK. Learning Method : Three-Phase Technique ( Pre Speaking, Whilst Speaking and Post Speaking) colaborated by PPP ( Presentation, Practise and Production) LLL. Learning Procedure : 25. Pre Activities Teacher is going to: q. Preparing their students psychically and physically to join the learning process. r. Giving some questions correlated with the prior topics with the coming topics. c.Explaining the learning objectives and basic competence will be achieved. d.Telling the material essentials and explain the plan of activities based on syllabus. 26. Whilst Activities ( Consisting Exploration, Elaboration, and confirmation each meeting) a. Meeting 1 - 3 : Asking for, giving and refusing opinions, showing admiration and a statement and give attention to speaker. No 1 2 3 Activities Giving the student some experience in speaking Asking for, giving and refusing opinions, showing admiration and a statement and give attention to speaker through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal respond against expression or main idea reflecting from Asking for, giving and refusing opinions, showing admiration and a statement and give attention to speaker through related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of Asking for, giving and refusing opinions, showing admiration and a statement and give attention to speaker through related to the theme. [Type text] Note:
  74. 74. 4 Practicing the topics through “Being An Ant” It is a such 5 minutes activity/game to practice Asking for, giving and refusing opinions, showing admiration and a statement and give attention to speaker: Procedure: Ask the students to list what they have already done successfully three or four things they like others know. Let them respond based the news given about people they have just met. Working in pairs, each student then chooses one of the areas in the other students list and asks them question about it. Variation : Working in group of 5 students, the students can pool the things they have done. Get in line and two groups face each other and go forward by asking and giving congratulation and complim ent each other. They then take it in turns to choose an area of interest and to ask the others question about it. First player in group 1 tell the success of player 2 to the player in different group and so on until the last players. b. Meeting 4 - 6 : Preference and sympathy. No 1 2 Activities Giving the student some experience in speaking of Preference and sympathy through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal respond against expression or main idea reflecting from Preference and sympathy related the theme. 3 Finding the implicit and explicit meaning in interpersonal and transactional text of Preference and sympathy related to the theme. 4 Practicing the topics through “ Let’s go party” It is a such 5 minutes activity/game to practice of Preference and sympathy Procedure: The student must prepare two different color cards. ( white for accepting and the other one for refusing) by then they have 2 minute to walk around the classroom and find at least 10 persons in the class who have time to go to your party. they get one point for every person they find in the time. Then they have to find someone who was born on the same day of the month. Give further similar tasks for as much time as you have the end, see how many points each students has. Note: Make it as competition by choosing two students on the floor. The fast [Type text] Note:
  75. 75. student who gets 10 guests to come to the party is the winner. The situation almost real. c. Meeting 7 - 8 : Asking for, giving and reusing help and things. No 1 2 3 4 Activities Giving the student some experience in speaking of Asking for, giving and reusing help and things through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal responds against expression or main idea reflecting from Asking for, giving and reusing help and things related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of Asking for, giving and reusing help and things related to the theme. Note: Practicing the topics through “Favourites” It is a such 5 minutes activity/game to practice Asking for, giving and reusing help and things. Procedure: Write on the board about five or six names of items or topics in the same field: television programmes, for instance, or foods, colours,song,singers, politici,school subjects,etc. identity each by colour card to identify the frequency of the student toward the topic asked. Then choose two students in the same seat to go in front class. Ask them to make distance about 10 meter. Let the first student guess the second person how many times do the topic given by looking the card that show different colour. Note : Be more cheerful you can use the students in the class to the funny topics. a. Meeting 9 : Because and because of No 1 2 3 4 [Type text] Activities Giving the student some experience in speaking “Because” and “because of” through tape recorder, video, teacher‟s example or between their classmates who has been known before. Giving the students verbal responds against expression or main idea reflecting from “Because” and “because of” related the theme. Finding the implicit and explicit meaning in interpersonal and transactional text of “Because” and “because of” related to the theme. Practicing the topics through “ Yes man ” It is a such 5 minutes activity/game to practice “Because” and “because of” Note:

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