LESSON PLAN

(KD 3.3 and 4.3)

By:

KHINANTI GIANTARI

A1B016006

LECTURER:

Kasmaini, S.S., M.Pd.

ENGLISH EDUCATION STUDY PROGRAM

LANGUAGES AND ARTS DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF BENGKULU

2019
 LESSON PLAN
(LESSON PLAN KD 3.3 and 4.3)

School : SMP HARAPAN BANGSA

Subject : English
Class/Semester : VII/1
Time allocation : 2 x 40 minutes (1 meeting)

A. CORE COMPETENCIES

KI-1 : Respect and appreciate the teachings of the religion he adheres to.
KI-2 : Respect and appreciate honest behavior, discipline, responsibility,
caring (tolerance, mutual cooperation), courtesy, self-confidence, in
interacting effectively with the social and natural environment within
the range of relationships and whereabouts.
KI-3 : Understand the knowledge (factual, conceptual, and procedural) based
on the curiosity about science, technology, art, culture related to
phenomena and events that appear to the eye.
KI-4 : Try, process, and present in the concrete realm (using, parsing,
stringing, modifying, and making) and abstract domains (writing,
reading, counting, drawing, and composing) according
with what is learned in school and other sources in the same
perspective / theory.

B. BASIC COMPETENCIES AND INDICATORS

BASIC COMPETENCIES INDICATORS

3.3 Identify social functions, text
structures, and linguistic elements of
oral and written transactional
interaction texts that involve the act of
giving and asking for information
regarding the name of the day, month,
name of time in days, time in the form
of numbers, dates, and years,
according to the context of their use.
(Note vocabulary related to cardinal
and ordinal numbers).
3.3.1 Identifying social functions, oral
texts about giving and asking for
information related to time in the form
of numbers (hours).
3.3.2 Applying text structures, oral
and written texts that involve the act
of asking for and giving information
about time in the form of numbers
(hours).
3.3.3 Applying linguistic elements to
understand oral and written texts
about asking for and giving
information about time in the form of

4.3 Compile very short and simple
transactional interaction texts written
and written which involve the act of
giving and requesting information
related to the name of the day, month,
name of time in days, time in the form
of numbers, dates, and years, with
social functions, text structures, and
linguistic elements the correct and
appropriate context.
numbers.
4.3.1. Do role play / conversation
surveys about asking for and giving
information about time in the form of
numbers (hours).
4.3.2 Compose written text related to
clock information (schedule).

C. LEARNING OBJECTIVES

1. Determine the purpose of the text oral and written conversation about
asking for and giving information about time (in the form of numbers /
hours).
2. Determine the structure of the text, oral text and dialogue writing, which
involves a speech act asking for and giving information about time in the
form of numbers.
3. Using expressions that involve the act of asking for and giving information
related to time in the form of numbers.
4. Do role play conversations about asking for and giving information about
time in the form of numbers (hours).
5. Compile written text relating to information on hours (schedule).

D. LEARNING MATERIALS

Type of text Oral and written texts for requesting and providing
information regarding time in numbers (asking and
telling times). This ability can improve students' social
intelligence, especially showing time management and
discipline.
Social - The purpose of a conversation text about hours.
function - The focus discussed in the conversation text about
the clock.
- Benefits that can be learned from learning the text
about time.
Text structure What time is it?
It’s ...
What time do you get up? Etc
 I get up at .......
Language (1) Vocabulary: get up, breakfast, lunch, etc
element
(2) Expression

a. Request information related to the hour / asking

time:
What time is it?

What time is it?

What time do you get up? Etc
b. Give info related to hours / telling time:
It's one o’clock.
It’s one o’clock.
I get up at 6 o.clock.
(3) Speech, word pressure, intonation.

Topic Daily activities

Remedial Material
Language elements: speech, word pressure, and correct intonation.
Enrichment Material
Language elements: Expressions give information regarding more detailed
hours (7.35;8.55)

E. LEARNING METHOD
Scientific Method with 5M

F. MEDIA / TOOLS AND MATERIALS

Media tool : video song about telling times, video with the phrase
asking for and giving information regarding the clock.
Text : dialog text in video

G. LEARNING SOURCES

1. Kementrian Pendidikan dan Kebudayaan, Bahasa Inggris, When

English Rings The Bell, SMP/Mts Kelas VII, hal 39 -49 edisi revisi.
2. Telling the time video that downloaded from
www.englishsingsing.com at the date of May, 20th 2019
3. Telling time song that downloaded from www.pingfonk.com at the
date of May, 20th 2019
4. Worksheet that adapted from www.britishenglish.org
H. LEARNING ACTIVITIES
Introduction Activities (15 minutes)
Core Activities (50 minutes)
a. The teacher gives greetings
(greeting);
b. The teacher checks the
attendance of students;
c. The teacher prepares students
psychologically and physically to
follow the learning process;
d. The teacher gives students
learning motivation contextually
according to the benefits and
application of teaching material
in daily life; namely about oral
and written texts about hope or
prayer and congratulations.
e. The teacher played a song video
about telling times and invited
students to formulate the
learning objectives of the
meeting.
f. The teacher conveys the material
scope and description of
activities according to the
syllabus.
g. The teacher presents an attitude
assessment design, knowledge
with written test techniques in
the form of entries, skills with
performance both processes and
results
Observing & Questioning
a. Students see a video containing
the phrase asking for and giving
information about the clock and
recording the difficult words
they found from the dialogue.
b. In groups (3/4), students discuss
expressions in the video and
write down things that they have
not yet known and want to learn.
c. Students write questions from
the results of group discussions
on the "post it" paper and paste
 them on the board.
d. The teacher summarizes the
questions that lead to things
learned.
 
Collect data and associate

a. In groups (3/4), students give

labels on the existing hours in
the worksheet (worksheet 1).
b. Students listen to the teacher say
the phrases learned and imitate
them.
c. In pairs, students practice asking
for and giving information about
the clock based on the situation
in the worksheet (Worksheet 2).
d. Students make temporary
conclusions about the pattern
asking for and giving
information about the clock.
e. Students practice asking and
giving information about the
time and activities of their
friends by conducting surveys
(worksheet 3)

Communicate and create

a. Students communicate the results

of the survey in front of the
class.
b. Students schedule their friends.

Closing Activities (15 minutes) a. Students and teachers reflect on

learning activities and their
benefits related to the phrase
asking for and giving
information regarding time /
hour.
b. Students and teachers make
learning resumes that day;
standard expressions of
hope/prayer and congratulations.
c. Students and teachers provide
feedback on the learning process
and results.
d. Students pay attention to
 information about planned
learning activities for the next
meeting.
e. Students and teachers say
goodbye.

I. ASSESSMENT, REMEDIAL LEARNING AND CONTROL

1. Assessment
a. Assessment Techniques
1). Attitude : Observation
2). Knowledge : Written Test
3). Skills : Performance (Processes and Results)
b. Assessment Instruments
1). Test Specification:
Indicator of
No. Achieving Indicator of Questions Questions
Competency
3.3.1 Identifying social 3.3.1.1 Given a conversation, Attached
functions students can complete the
expressing statement with the right words
requests and about the purpose of the written
providing text (No 1 and 2).
information 3.3.1.1. Given a conversation,
regarding time. students can complete the
statement with the right words
about the general description /
topic discussed in the text (No.
3).
3.3.2 Applying a text Given a conversation, students
structure about can find information about the
the phrase contents of the conversation
requesting and details. (no 4.5)
giving
information
regarding time.
3.3.3 Applying Given a conversation
linguistic overlapping, students can
elements in the complete it with the right
form of using the expression about asking for and
right expression giving information related to the
of hope or prayer clock according to the given
 and context. (number 6,7,8)
congratulations
according to the
given context.
4.3.1 Doing role play Given the flow of conversation
conversations text, students can play roles
about asking for according to the communication
and giving context (social function, text
information about structure, and linguistic
time in the form elements) that are determined.
of numbers
(hours).
4.3.2 Producing related Given a description of the
written text situation, students can arrange
asking for and simple conversation texts that
giving use request and provide
information about information about time in the
time in the form form of numbers (hours).
of numbers
(hours).

c. Scoring Rubric and Guidance Guidelines

1). Knowledge
Number
Maximum
Aspect Criteria Score of
Score
Questions
Social True 1 3 3
Function
False 0
Structure of True 1 2 2
Text
False 0
Linguistic True and 2 3 6
Element right
True and not 1
right
False 0
Final Score = (score of acquisition/maximum score) x 100
2). Skills
Skill Items Performance Description Score
Range
Role Playing Smoothly achieve social 86 - 100
functions, complete structure,
 and appropriate elements of
language.
Quite smoothly achieving social 71 – 85
functions, the structure is quite
complete, and the elements of
language are quite appropriate.
Not smoothly achieving social 56 – 70
function, structure is incomplete,
and language elements are
inappropriate.
Social function is achieved, the 86 - 100
right structure, and the right
element of language.
Social function is sufficiently 71 – 85
Compose
achieved, the structure is quite
Conversation
precise, and the language
Text
element is quite appropriate.
Social function is not achieved, 56 – 70
the structure is not right, and the
language element is not right.

2. Remedial Learning
Students who have not yet reached KKM are given remedial activities
with emphasis on linguistic elements in the form of speech, word
pressure, and correct intonation.
3. Enrichment
Students who obtain grades above the KKM are enriched by looking
for examples of conversations with more detailed telling times.
APPENDIX

MATERIALS
 WORKSHEET 1
Write down the time based on the picture. Here is the example.

NO Picture Telling time

1

.....

.....

.....

.....

Woksheet 2. Practice asking and telling the time based on the picture and situations
below.
NO Picture Activity
Andi gets up.

(5.15 a.m)
Andi and his family ride on bicycle.

(6.30 a.m)
Andi and his friends go to the
library.

(8.00 a.m)
Andi and his friends play kites.

(3.00 p.m)
Andi and his family have dinner.

(7.15 p.m)
Andi goes to bed.

(9.45 p.m)

Worksheet 3. Do a survey. Ask five of your friends when do they do the following
activities.

No Activity Student 1 Student 2 Student 3 Student 4 Student 5

 (.............)

(.............) (.............) (.............) (.............)

1 Wake up

2 Have brakfast

3 Go to school

4 Have dinner

5 Go to bed

Appendix: Assessment Instrument

Read the dialog below then complete the statements.
Ms Clara : Good morning students. How’s life?
Students : Good morning Miss. We’re very well thanks.
Ms Clara : Well, today we’ll talk about your weekend activities. What time do
you wake up on weekend, Daisy?
Daisy : Mmm..well, I usually wake up at six o’clock Miss.
Ms Clara : Wow, really? What about you Robi. What time do you get up on
weekend?
Robi : Well, I usually wake up at 5.30 on weekend. Sometimes I wake up
earlier too.
Ms Clara : Good. That’s what we are goint to do today. Weekend ativities.

1. Ms Clara says, “What time do you wake up on weekend, Daisy?” to

express...
2. Daisy answers, “I usually wake up at six o’clock Miss.” To express...
3. What are they talking about?
4. Who wakes up at six o’clock on weekend?
5. Who wakes up at 5.30 on weekend?
Complete the dialog below with the correct expressions or words.
Tono : Tina, do yo know Ratna?
Tina : Of course. She’s my best friend. We always go to school
together.
Tono : Really? (6)......?
Tina : Well, we goes to school at 6.30. After school, we usually go
home together. We usually arrives at home at 2 p.m. and we will
study together after we take a nap.
Tono : What time do you study together?
Tina : (7)... After that we will have(8)...
Interview your partner about her/his weekend activities. Make a schedule based
on your interview results.

Weekend Schedule