Lesson Plan And Material Development

Fhonna Meurah Mutia

0806102020037

Subject

: English

Level/semester : XII/2 Time allocation : 1 x 45 minutes Skill : Listening

I.

Standard Competency

Students are able to understand meaning in transactional and interpersonal text formal and sustained in daily life context. (ref.7) II. Basic Competence

To respond to meaning in transactional (to get things done) and interpersonal (to socialize) accurately, fluently and acceptably using spoken language variety in context of daily life which includes speech act: encouraging/persuading, hope and prohibiting (ref.7.1) III. Instructional Objectives

Cognitive Product
y

Understand how to use the expression of persuading/encouraging.

Process
y y

Know how to identify meaning of speech act of persuading/ encouraging Understand the way to respond to speech act of persuading/ encouraging

Affective Character Building Involve in all activities during teaching process in the clasroom, can express his feeling and attitude which is relevant to the nature of the culture of the target language and local culture as well. The learners are assessed by assessor. At least he is in improve category which cover : honesty, care, and responsibility. Social Behaviour Involve in teacher learning process which is learner-centered, the learners are assessed by the assessor. The minimal requirement is that the learner is in improve category which shows the learner s behavior in asking questions, sharing ideas, arguing, communicating and listening to others well which are relevant to the culture of the target language and local culture as well. Psychomotor

y y y

Listen to the conversation and monolog well Respond to the conversation and monolog Use the expression correctly Indicators

IV.

Cognitive Product
y

Students can use the expression of persuading/encouraging

Process
y y y

Students are able to identify meaning of speech act of persuading/ encouraging Students are respond to speech act of persuading/ encouraging Students are able to identify information from the conversation

Affective (Personal Character and Social Behaviour) Character Honest Care Responsible Social skill Questioning Sharing Ideas Arguing Listening to others Communication Psychomotor
y y y

Listen to the conversation well Respond to the conversation Use the expression correctly Teaching Approach/Method Model : : Contextual Teaching Learning (CTL)

V.

VI.

Material (played by cassette) Mira: Hi, Lydia, what are you doing? Lidya: I m reading Ketika Cinta Bertasbih what a wonderful story! Mira: Didn t you read Ayat-ayat Cinta before? Lidya: I love these stories. They are written by a marvelous writer. Mira: I will fall asleep if I read those kinds of novels. I hate reading. Also, those books are too heavy for me to read. Lidya: Come on, Mira . You need to read. Maybe you should start reading novels with lighter subjects and language. Mira: Is there any? Lidya: Yes, of course. Why don t you start reading some chicklit or teenlit? They are very popular right now. Try to read Dealova for a start. Mira: Oh, yeah. That s true. I want to read their novels. Lidya: See, how you get interested in reading. Why don t you just read about a subject that you like first? Mira: Ha..ha..ha all right. I will read some teenlit or chicklit for a start.

Exercise: 1. What book is Lidya reading? 2. What kind of stories does Lidya like most? 3. Does Mira like book-reading? 4. What do the words Come on Mira, you need to read imply? 5. What do you know about chicklit and teenlit? 6. Have you ever read a chicklit or teenlit novel? If so, what is it? 7. Do you think Mira is aroused by Lidya s encouragement? Why? 8. Can you mention some expressions of encouragement? What are they? VII. Media 1. 2. 3. 4.

Students work sheet Pen and paper Computer/cassette Audio speaker/tape player

VIII.

Teaching Learning Activities Assessment rate 1 2 3 4

Activities Pre Activities (5 minutes) 1. The teacher greets and checks the students attendance list

2. To construct the student s mind, teacher asks some questions about encouraging, for example: Have you ever given an encouragement for another person? Etc 3. The students answer the question and the teacher writes down all students responses on the board 4. Students are given the objectives of instruction today, standard competence, basic competence, and the indicators as well as the benefits of learning the materials Whilst Activities (35 minutes) 1. The teacher plays the listening material by using cassette or computer and the students listen to the conversation. 2. The teacher asks the students to discuss speech act used in the discourse heard in pairs. 3. The students discuss response given to speech act heard in pairs 4. The teacher distributes work sheets to the students 5. The teacher replays the recording and then the students answer the exercise given 6. The teacher collects the students works 7. The students get more explanation from the teacher about expressing encouraging/persuading Post Activities (5 minutes) 1. The teacher asks them whether they have any difficulties related to the topic, and the teacher gives reflection on the material learnt.

IX. X. XI.

Learner Resources 1. Buku Paket Let s Talk Grade I References Table Assessment Specification

Indicator Product :
y

Obs S and Item OS1 Product

Key items, Obs Sheet Key Obs 1 Product Item no 1,2,3,4,5,6,7,8

Students can use the Item no 1,2,3,4,5,6,7,8 expression of persuading/encouraging OS2 Process

Process :
y

Teacher s judgment (Observation Sheet)

Students are able to identify meaning of speech act of persuading/ encouraging Students are respond to speech act of persuading/

encouraging Students are able to identify information from the conversation Psychomotor:
y

OS3 Psychomotor

Teacher s judgment (Observation Sheet)

Listen to the conversation well y Respond to the conversation y Use the expression correctly Character :
y

OS4 Character building

The learners are assessed by assessor. At least he is in improve category which covers: honesty, care and responsibility.

Affective domain : responding to phenomena Has built the following characters:

y y y

Honest Care Responsible OS5 Social Skill The minimal requirement is that the learner is in improve category which shows the learners behavior in asking questions, sharing ideas, communicating and listening to others well which are relevant to the culture of the target language and local culture as well.

Social Behavior : Affective domain : valuing Has built social behavior :

y y y y

Questioning Sharing ideas Listening to others Communication

OS 1. Tasks/Products Mira: Hi, Lydia, what are you doing? Lidya: I m reading Ketika Cinta Bertasbih what a wonderful story! Mira: Didn t you read Ayat-ayat Cinta before? Lidya: I love these stories. They are written by a marvelous writer. Mira: I will fall asleep if I read those kinds of novels. I hate reading. Also, those books are too heavy for me to read. Lidya: Come on, Mira . You need to read. Maybe you should start reading novels with lighter subjects and language. Mira: Is there any? Lidya: Yes, of course. Why don t you start reading some chickli or teenlit? They are very t popular right now. Try to read Dealova for a start. Mira: Oh, yeah. That s true. I want to read their novels. Lidya: See, how you get interested in reading. Why don t you just read about a subject that you like first? Mira: Ha..ha..ha all right. I will read some teenlit or chicklit for a start. Exercise: 1. What book is Lidya reading? 2. What kind of stories does Lidya like most? 3. Does Mira like book-reading? 4. What do the words Come on Mira, you need to read imply? 5. What do you know about chicklit and teenlit? 6. Have you ever read a chicklit or teenlit novel? If so, what is it? 7. Do you think Mira is aroused by Lidya s encouragement? Why? 8. Can you mention some expressions of encouragement? What are they? OS2 and OS3 Authentic Assessment Observation Sheet (Process Assessment) Language Skill and Component No Name main ideas references inferences details vocabulary

*can be used by the following judgment (criteria): Poor Fair Good Excellent Teacher s note: : complex problems, needs improvement/remedial teaching : minor problem, remedial teaching is suggested : do not need remedial teaching, no serious problem found : no single problem found, extra task may be provided

OS 4 : Observation form (Character Building) Student s name : Direction: To assess the learners character building, judge each component of the character based on the criteria/scale stated below: D = Needs Improvement C = On Progress/Improve B = Satisfactory A = Well built/Developed Class: Date:

OS 4 : Character Building (Assessment Form) NO 1 2 3 Behaviour Character Honest Care Responsible D = Needs Improvement C = On Progress/Improve B = Satisfactory A = Well built/Developed

OS 5 : Social Character Building (Assessment form)

NO 1 2 3 4

Social Character Asking/ Questioning Sharing ideas/Arguing Listening to others Communicating

D = Needs Improvement

C = On Progress/Improve

B = Satisfactory

A = Well built/Developed

The headmaster

Teacher

.. NIP. NIP.

Students Work Sheet Listen to the conversation well, and then answer the following question: Exercise: 1. What book is Lidya reading? 2. What kind of stories does Lidya like most? 3. Does Mira like book-reading? 4. What do the words Come on Mira, you need to read imply? 5. What do you know about chicklit and teenlit? 6. Have you ever read a chicklit or teenlit novel? If so, what is it? 7. Do you think Mira is aroused by Lidya s encouragement? Why? 8. Can you mention some expressions of encouragement? What are they?