rpp semester 1

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LESSON PLAN ( 1 )

School : SMP Negeri 2 Demak Subject : English Class/Semester : VII (Seven) / 1 Time Allocation : 12 x 40 minutes ( 4 meetings )

Competence Standard : 1. To understand the meaning of simple short interpersonal and

transactional conversations to interact with the surrounding environment or in academic context

Basic Competence : 1.1. To respond the meaning of simple short transactional (to get things

done ) and interpersonal (to socialize ) using spoken language accurately, fluently and acceptable to interact with the surrounding environment involving the speech act of greeting the known/unknown people, self introduction / introducing other people, and commanding or prohibiting or in academic context.

Indicators : To respond the following expressions:

1. Greeting from the known/unknown people 2. Self introduction/other people introduction 3. Command/prohibition

Competence Standard : 3. To express the meaning in the simple short transactional and

interpersonal conversations to interact with surrounding environment or in academic context

Basic Competence : 3.1. To express the meaning in short simple transactional and interpersonal

conversations using spoken language accurately, fluently and acceptable to interact with surrounding environment involving the speech act of: greeting to the known/unknown people, self/other people introduction, and command or prohibition or in academic context.

A. Learning Objectives

At the end of the learning, the students can: a. Respond and express the expressions of greeting from/to the known people. b. Respond and express the expressions of greeting from/to the unknown people. c. Respond and express the expressions of self-introduction d. Respond and express the expressions of introducing other people e. Respond and express the expressions of command f. Respond and express the expressions of prohibition

Indicators : To express various speech act of:

1. Greeting to the known/unknown people 2. Self introduction/other people introduction 3. Command/prohibition

Type of Text : Transactional / Interpersonal Theme : Personal Life Aspect / Skill : Listening and Speaking

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Learning Material a. Short conversation containing the following expressions:

1. A : Good morning. How are you ? B : Good morning. Fine thank you. 2. A : Hello, I’m Nina. Nice to meet you B : Hello, I’m Renny. Nice to meet you, too 3. A : Don’t do that ! B : No, I won’t. Don’t worry 4. A : Stop it ! B : Ok

b. Vocabularies related to the theme/type of text: Examples : name, live, address, dsb

c. Verbs : live, meet, do, stop, have d. To be : is, am, are e. Personal Pronouns : I, you, we, they, he, she, it f. Main expressions: - Good morning - Don’t worry

- Thanks - Nice to meet you - OK - How are you ? Learning Method/technique: Three-phase technique, Direct method,cooperative approach Steps of Activities 1. The First Meeting:

No. Teaching-Learning Activities Time

Allocation

1. 2.

3. 4.

5.

6. 7. 8. 9.

10. 11.

12.

13.

Teacher: Opening Greets the students and calls the role. ask and answer about various things related to the students’ condition Exploration Introduces herself to the student and wait for their response. Asks the students some questions about self identity Elaboration Asks two students to come in front of the class to give example of introducing someone else. Asks the students to listen to the model dialog. Discusses about everything related to self introduction and introducing other people. Explains about the level of formality in self introduction and introducing other people. Asks the students to repeat reading the model dialog after her. Asks the students to practice the pattern discussed with their friends. Confirmation Asks some students to practice the pattern discussed, and then corrects together with the students. Together with the students summarize the main points of the discussion.

5’ 15’

5’ 10’

5’

5’ 10’ 10’ 10’

10 10’

10’

10’’

3

14.

Closing Asks the students to write 20 adjectives and the opposite in their assignment books at home.

5’

2. The Second Meeting:


Allocation

1.

2. 3. 4.

5. 6.

7.

8.

9.

10.

11.

Teacher: Opening Greets the students in some ways and waits for their response. Exploration Gives the students a song related to greeting Asks them to sing together with the teacher. Discusses with the students about the time and some conditions related to how they should greet and response the greeting. Explains about the level of formality in greeting. Asks the students to listen to the model dialogs and repeat after her, then asks them to practice what they have discussed about greeting with their friends. Elaboration Discusses with the students about leave taking, then explains about the level of formality in leave taking. Asks the students to listen to the model dialog and repeat after her, and then to practice it with their friends. Confirmation Asks the students to do some exercises related to greeting and leave taking and discusses the result together. Summarizes the main points of the discussion with the students. Closing Ask the students to practice they have learnt at home

5’

7’ 8’ 10’

10’ 15’

20

15

20

8’

2’

4

2. The Third Meeting


Allocation

1.

2.

3.

4.

5.

6.

7.

8. 9.

Teacher: Opening Greets the students and calls the role Exploration Asks the students to listen to a short story told by the teacher telling about who and what I am. Elaboration Discusses the meaning of each sentences of the story and try to analyze the sentence structures which are used in the story together with the students Exploration Asks the students to listen to the story again twice and asks whether the students can understand or not. Elaboration Asks the student to try to construct their own story using the sentence structures used by the teacher. Confiramtion Gives reinforcement to the students result. Closing Asks the students to prepare their own story orally for the next meeting. Gives guidance and motivation in the students’ preparation Reminds the students to prepare their story in the next meeting

5’

15’

20’

25’

25’

5’

5’

7’ 3’

5

3. The Fourth Meeting


Allocation

1. 2.

3.

4.

5.

6.

7.

8. 9.

10.

Teacher: Opening Greets the students and calls the role Asks the students whether they did their homework Exploration Gives different command and prohibition to some students and waits for their responses. Elaboration Discusses the meaning and the sentence patterns of command and prohibition used by the teacher together with the students, and also discusses the school’s regulation including the regulations in the laboratory and library as the examples of giving command and prohibition. Explains about the sentence pattern of imperative/command and prohibition. Asks the students to practice using the sentence pattern with their friends. Asks some students to practice for the class, and then discusses their performance together. Confiramtion Give reinforcement to the students’ performance Summarize about the main points of the discussion. Closing Give reflection and homework

5’ 10’

20’

20

20’

15’

10’

5’ 5’

5’

E. Learning Resources

1. Power point 2. Script of conversation or recorded conversation 3. Relevant pictures 4. A song about greeting 5. Short story made by the teacher

6. The English sentence structures: 1. Simple Present Tense 2. Simple Past Tense 3. Present Continuous Tense 4. Past Continuous Tense 5. Present Future Tense 6. Past Future Tense 7. Present Perfect Tense 8. Past Perfect Tense

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F. Assessment 1. Technique : Written and Spoken test 2. Form : Written questions and performance 3. Instrument :

A. Written Test I. Listen to the expressions and write your response 1. Good morning. How are you ? 2. Hi, I’m Reno and you are ? 3. Are you Anisa? 4. Hello, it’s nice to meet you 5. Who is that girl ? II. Listen to the expressions and choose the best response, a, b, c or d. 1. A: Hello, how are you ? B : … a. Fine, thanks c. Thank you b. I’m Renny d. Don’t worry 2. A: Is that your sister, Anna ? B : … a. Yes, it is c. I don’t know b. No, she’s not here d. Very well, thanks. 3. A: Budi, this is my friend, Susan. B : Hi, Susan … a. Fine, thanks. C. Nice to see you b. It’s Ok d. I’m alright 4. A: Open the door ! B : … a. OK c. Good b. Fine d. Really 5. A: Don’t be late to school. B : … a. Yes, Sir c. Ok, Sir b. No, Sir d. Fine, Sir

B. Performance Tell your own story about who and what I am in front of the class!

4. Assessment Guide: A. Written Test

1. For section I, each correct answer gets 3 scores 2. For section II, each correct answer gets 2 scores 3. Maximum score: I 5 x 3 = 15 II 5 x 2 = 10 Total 25 4. Maximum grade = 100 5. Students’ grade = Acquired score X 100 Maximum Score

B. Performance 1. Each aspect gets 5 scores 2. Maximum scores : 5 3. Maximum grade : 100 4. Students’ grade :

Acquired Score x 100 Maximum score

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5. Assessment Section: A. Written Test

No. Detail Score I Correct content, correct linguistic structure

Correct content, wrong linguistic structure Wrong content and wrong linguistic structure No answer

3 2 1 0

II Each correct answer Each wrong/no answer

2 0

B. Performance

Details Score Fluent, correct structure, proper diction and correct pronunciation Fluent, improper structure, proper diction and correct pronunciation Fluent, wrong structure, improper diction and correct pronunciation Fluent, wrong structure, improper diction and pronunciation Not fluent, wrong structure, wrong diction and pronunciation No performance

5 4 3 2 1 0

Demak, July 4th 2012 Acknowledged by : Principal, English teacher Dr. Trisyono, M.Pd Eko Sudinuryanto, S.Pd NIP. 19590916 198302 1 002 .

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LESSON PLAN ( 2 )

School : SMP Negeri 2 Demak Subject : English Class/Semester : VII (Seven) / 1 Time allocation : 6 x 40 minutes ( 2 meetings )

Competence Standard : 1. To understand the meaning of simple short interpersonal and transactional conversations to interact with the surrounding environment.

Basic Competence : 1.2. To respond the meanings in the simple short transactional (to get things

done) and interpersonal (to socialize) conversations accurately, fluently and acceptable to interact in the daily life context involving the speech act of asking and giving information, thanking, apologizing, and expressing politeness.

Indicators : To respond the following expressions:

1. asking and giving information 2. thanking 3. apologizing 4. politeness

Competence Standard : 3. To express the meaning in the simple short transactional and

interpersonal conversations to interact with surrounding environment

Basic Competence : 3.2 To express the meaning in short simple transactionaland interpersonal

conversations using spoken language accurately, fluently and acceptable to interact with surrounding environment involving the speech act of asking and giving information, thanking, apologizing, and expressing politeness

Indicators : To ask and answer about various things: 1. asking and giving information 2. thanking 3. apologizing 4. politeness Kinds of Text : Transactional and Interpersonal Texts Aspect / skill : Listening and Speaking A. Learning Objectives: At the end of the first meeting, students can: 1. identify the meaning and the function of the expression of asking for and giving information. 2. identify the meaning and the function of the expression of thanking. 3. respond the expression of asking for and giving information. 4. respond the expression of thanking. 5. use the expression of thanking in the simple conversation.

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At the end of the second meeting, students can: 1. identify the meaning and the function of the expression of apologizing 2. identify the meaning and the function of the expression to express politeness 3. respond the expression expressing politeness 4. use the expression of thanking 5. use the expression expressing politeness B. Learning Materials: The First Meeting: 1. The expression of asking for and giving information E.g. A: Where is your English book? B: It’s here 2. The expression of thanking E.g. A: Thank you B: You are welcome 3. Vocabulary a. Preposition: in, on, under, behind, in front of, far from, near, over there, over here. b. Nouns : things around the classroom and in the house. The Second Meeting: 1. The expression of thanking E.g. A: I’m sorry B: It’s okay 2. The expression of politeness E.g. A: Please, ...! B: All right, thanks. 3. Vocabulary a. Verbs : borrow, give, come, point, show, take,help b. Nouns : things outside the classroom and at home C. Learning Method / Technique : TPR and PPP D. Steps of Activities 1. The First Meeting:


Allocation

1.

2.

3.

4.

Teacher: Opening Greets the students and calls the role. Exploration Asks the students to look at some given pictures and determine the position of the things asked by the teacher related to the use of prepositions. Asks the students to find the meaning of vocabularies of the nouns around the class and their home by making a list of nouns Asks the students to listen to an example of dialog about asking for

5’

15’

20’

15’

10

5. 6.

7.

8.

9.

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and giving information and also about thanking, and then discusses its function together with the students. Elaboration Asks the students to repeat reading the dialog after the teacher. Asks the students to practice interviewing some of their friends using the given dialog and put the answers in the column.

Things at home

The 1st friend/Where? The 2nd friend/Where?

TV Clock Arm chair Etc.

……………………... ……………………... ……………………... ………………………

……………………... ……………………... ……………………... ………………………

Asks the students to report the result of interview to the class orally. Confirmation Corrects the students’ pronunciation and asks the students to repeat the correct pronunciation after the teacher. Summarizes the main points of the discussion together. Closing Give feed back and home work

10’ 20’

15’

10’

5’

5’ 2. The Second Meeting:


Allocation

1.

2.

3.

4.

5.

6.

7.

Teacher: Opening Greets the students and calls the role. Exploration Asks the students to guess the meaning of some verbs (borrow, give, come, point, show, take, help) by listening to and looking at the teacher’s demonstration. Discusses the expression used by the teacher in demonstration together with the students. Gives a model dialog about the expressions of: thanking, apologizing, and politeness, and asks the students to repeat reading the dialog after the teacher. Elaboration Gives some cards and asks the students to practice the model dialog based on the situation given in the card with their partner conducted by the teacher. Asks the students to practice what they had done for the class. Confirmation Corrects the students’ pronunciation and asks the students to repeat

5’

15’

20’

20’

20’

20’

10’

11

8.

9.

pronouncing the words after the teacher. Summarizes the main points of the discussion together. Closing Give feedback and homework

7’

3’

E. Learning Resources 1. Model dialog 2. Some cards consisting of the given condition F. Assessment a. Technique : oral test b. Form : assignment c. Instrument : I. Choose and take one of these cards! II. Perform the given situation in the card with your partner orally. Example of the card:

You need to borrow your friend’s English book

d. Assessment Guide

1. Each correct answer gets 5 scores 2. Maximum scores: 8 x 5 = 40 3. Maximum grade: 100 4. Students’ grade:

5. Assessment Section:

Details Score Each correct answer, correct structure, proper diction and correct pronunciation Each correct answer, improper structure, proper diction and correct pronunciation Each correct answer, wrong structure, improper diction and correct pronunciation Each correct answer, wrong structure, improper diction and pronunciation Each answer is not correct, wrong structure, wrong diction and pronunciation No answer

5 4 3 2 1 0

Demakl, July 4th 2012

Acknowledged by : Principal, English teacher Dr. Trisyono, M.Pd Eko Sudinuryanto, S.Pd NIP. 19590916 198302 1 002 .


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LESSON PLAN ( 3 )

School : SMP Negeri 2 Demak Subject : English Class/Semester : VII (Seven) / 1 Time allocation : 6 x 40 minutes

Competence Standard : 2. To understand the meaning in the simple short functional spoken text to interact with the surrounding environment Basic Competence : 2.1. To respond the meaning in the simple short functional texts accurately, fluently and acceptable to interact in the surrounding environment Indicators : To respond the transactional meaning in short functional texts in the form of:

1. Instruction 2. List of things/goods 3. Congratulating 4. Announcement

Competence Standard : 2.2. To respond the meaning of ideas in the simple short functional texts

accurately, fluently and acceptable to interact in the surrounding environment

Indicators : To respond the ideational meaning in short functional text in the forms of: 1. Instruction 2. List of things/goods 3. Congratulating 4. Announcement

Kinds of Text : Short Functional Text Aspect / Skill : Listening A. Learning Objectives: At the end of the lesson students can respond the meaning in short functional texts in the form of:

1. instruction 2. list of things/goods 3. congratulating 4. announcement

B. Learning Materials: 1. The First Meeting

Kinds of Text

Kinds of speech act

Kinds of meaning

Example of the expression and how to respond

Expression Respond

short functional text

Giving instruction

Transactional

Put your bag, please. Take your shoes off, please. You are supposed to

Act : doing the instruction

Verbal: Okay, sir/ma’am. Of course!

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ideational do the exercise on a piece of paper.

Act : Doing the instruction by putting the bag

List of things

Transactional

The things to be brought for Saturday-Sunday camping are; - clothes - food - kitchen utensils - etc.

Act ; Making some notes Verbal: Okay,

ma’am/sir. Sure, of course. What about eating utensils? Etc.

ideational

Tindakan: Melakukan perintah dengan meletakkan tas, melepas sepatu. Verbal: pertanyaan; Where is the locker?

2. The Second Meeting

Kinds of Text

Kinds of speech act

Kinds of meaning

Example of the expression and how to respond

Expression Respond

short functional text

congratulating

Transactional

Congratulation for your birthday! Congratulation for your success! Congratulation for getting 8 in English test!

Verbal: Thanks/thank you/etc.

ideational

Verbal: Thanks. Please come to my house, I have a celebration. Thanks. But I worked hard for it.

announcement

Transactional

The students who don’t get 6 or more, please follow the remedial teaching in room B after the class today.

Act ; Making some notes about time, place, etc. Verbal: Okay, sir/ma’am. Of course.

ideational

Verbal: making question like: excuse me, sir. At what time? In which room, ma’am? Etc.

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C. Learning Method / technique: 1. Pre-listening 2. Whilst-listening 3. Post-listening D. Steps of Activities 1. The First Meeting


Allocation

1.

2.

3.

4.

5.

6.

7.

8.

9.

Teacher: Opening Greets the students and calls the role. Exploration Asks the students to listen to and look at the teacher’s demonstration in using some expressions. Elaboration Discusses the expression used by the teacher in demonstration together with the students. Gives a model about the expressions of: saying congratulation, giving announcement, and politeness, and asks the students to repeat reading the model after the teacher. Gives some cards and asks the students to practice the model dialog based on the situation given in the card with their partner conducted by the teacher. Asks the students to practice what they had done for the class. Confirmation Corrects the students’ pronunciation and asks the students to repeat pronouncing the words after the teacher. Summarizes the main points of the discussion together. Closing Gives feedback and homework

5’

15’

20’

20’

20’

15’

10’

10’

5’

15

3. The Second Meeting


Allocation

1.

2.

3.

4.

5.

6.

7.

8.

9.

Teacher: Opening Greets the students and calls the role. Exploration Asks the students to listen to and look at the teacher’s demonstration in using some expressions. Discusses the expression used by the teacher in demonstration together with the students. Gives a model about the expressions of: giving instruction, information about the needed things, and politeness, and asks the students to repeat reading the model after the teacher. Elaborataion Gives some cards and asks the students to practice the model dialog based on the situation given in the card with their partner conducted by the teacher. Asks the students to practice what they had done for the class. Confirmation Corrects the students’ pronunciation and asks the students to repeat pronouncing the words after the teacher. Summarizes the main points of the discussion together. Closing Gives feedback and homework

5’

15’

20’

20’

20’

15’

10’

10’

5’

E. Learning Sources: 1. Model dialog 2. Some cards made by the teacher D. Assessment a. Technique : Written Test b. Procedure : in learning process c. Form : Listening test d. Instrument : Instruction : Listen to the dialog and write your respond! e. Assessment guide



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f. Assessment Section: No. Details Score 1 to 10 correct answer, correct structure, and proper diction

correct answer, improper structure, and proper diction correct answer, wrong structure, and improper diction correct answer, wrong structure, and wrong diction The answer is not correct, wrong structure, and wrong diction No answer

5 4 3 2 1 0

Demakl, July 4th 2012 Acknowledged by : Principal, English teacher Dr. Trisyono, M.Pd Eko Sudinuryanto, S.Pd NIP. 19590916 198302 1 002 .

17

LESSON PLAN ( 4 )

School : SMP Negeri 2 Demak Subject : English Class/Semester : VII (Seven) / 1 Time allocation : 12 x 40 minutes (4 meetings)

Competence Standard : 4. To express the meaning in the simple short functional to interact with

surrounding environment Basic Competence : 4.1. To express the idea in the form of simple short functional texts accurately,

fluently and acceptable to interact in the surrounding environment Indicators : To express the meaning of the expression of: 1. giving instruction 2. mentioning list of things 3. congratulating 4. announcing something Theme : Short Functional Texts Aspect/Skill : Speaking A. Learning Objectives: At the end of the lessons, students can express the meaning of the expressions of: 1. giving instruction 2. mentioning list of things 3. congratulating 4. announcing something B. Learning Materials: a. Examples of functional texts: - instruction - list of things - greeting cards - announcement b. Some words and phrases related to giving direction such as: go ahead, turn right, turn left, on the

corner, between, beside, behind, straight ahead, walk along, the opposite, etc. c. A simple map C. Learning Method/Technique: Presentation, Practise, and Production D. Steps of Activities 1. The First Meeting:

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Allocation 1.

2.

3.

4.

5.

6.

7.

8. 9

Teacher: Opening Greets the students and calls the role. Exploration Asks two students to take something in certain place and gives direction to reach the place. Elaboration Discusses what teacher said when the teacher gave instructions to the students. Gives a picture of simple map and asks the students how to go to a certain place in the map. Discusses the way to ask for and give direction to a certain place including the level of politeness. Gives a model dialog Asks the students to use it to practice asking for and giving direction using the real place in Purwokerto city with their partner. Asks the students to practice what they have done for the class. Confirmation Gives reinforcement to what the students have done Summarizes the main points of the discussion together. Closing Gives feedback and homework

5’

10’

20’

20’

10’

10’ 15’

10’

10’

5’ 2. The Second Meeting:


Allocation

1.

2.

3.

4.

Teacher: Opening Greets the students and calls the role. Exploration Asks some students whether they had ever got 9 or 10 in daily evaluation and gives some congratulation expressions to them as an example and a model dialog. Elaboration Discusses some congratulation expressions used by the teacher together with the students. Confirmation Asks some students to write the result of the discussion on the white board. Exploration

5’

10

20’

20’

20’

19

5.

6.

7. 8.

9.

Gives some model dialog Elaboration Asks the students to practice using the model dialogs with their partner. Confirmation Asks the students to practice what they have done for the class. Summarizes the main points of the discussion together. Closing Give feedback and homework

30’

10’

5’

3. The Third Meeting:


Allocation

1.

2.

3. 4.

5. 6.

7.

8.

9.

10

Teacher: Opening Greets the students and calls the role. Exploration Asks the students about what things they need when they want to go camping. Discusses what topic they are talking about. Makes a list of activities in daily life together with the students. Elaboration Divides the class into some groups. Asks each group to choose one of the activities and discuss the list of things they need to do the activity with their group. Asks each group to tell the result of their discussion for the class, and asks one of group’s members to write the list on the whiteboard. Confirmation Asks the students to repeat pronouncing the list after the teacher. Summarizes the main points of the discussion together. Closing Give feedback and homework

5’

10’

20’ 15’

5’ 20’

15’

15’

5’

5’

20

4. The Fourth Meeting:


Allocation

1.

2.

3.

4.

5.

6.

7.

8.

9.

Teacher: Opening Greets the students and calls the role. Exploration Announces two announcements related to the school’s activities and asks the students whether they understand with the idea or not. Elaboration Discusses the forms of the teacher’s announcements related to the use of the sentence structures and the vocabularies. Exploration Asks the students to try to prepare their own announcement, then asks one by one of them to announce their announcement in front of the class. Elaboration Asks the other students to write the idea of their friends’ announcements on their own books Confirmation Summarizes the main points of the discussion together. Closing Divides the students to be some groups consisting of 3 students. Asks 2 groups to find some notices, 2 groups to find lists of things needed to do certain activities, 2 groups to find congratulation cards, and 2 groups to find announcements. Asks each group to prepare their report and presentation for the class in the next meeting related to the idea, the sentence structures, verbs, new vocabularies appeared in the texts. The students can find the materials from magazines, newspapers, internet, and other places.

5’

10’

15

20

20

20

10

10

10

E. Learning Sources: a. Power point made by the teacher b. Some pictures c. Model dialogs made by the teacher d. Real informations F. Assessment a. Technique : Spoken Test . b. Form : Performance and Project c. Instrument : I. Performance Instruction: Inform your friends about the information written on the card orally! II. Project :

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Instruction : Find 5 examples of short functional texts from magazines, newspapers, internet or other sources, and prepare your report and present your report for the class in the next meeting!

1. For group 1 and 2, find examples of notices! 2. For group 3 and 4, find examples of list of things needed in certain activities! 3. For group 5 and 6, find examples of greeting cards! 4. For group 7 and 8, find examples of announcements!

d. Guide for Assessment: I. Performance a. Maximum scores: 5 b. Maximum grade: 100 c. Students’ grade: II. Project a. Maximum scores: 5 b. Maximum grade: 100 c. Students’ grade:

e. Assessment Section: 1. Performance

Details Score correct answer, correct structure, and proper diction correct answer, improper structure, and proper diction correct answer, wrong structure, and improper diction correct answer, wrong structure, and wrong diction The answer is not correct, wrong structure, and wrong diction No answer

5 4 3 2 1 0

2. Project


Details Score Fluent, correct structure, proper diction and correct pronunciation Fluent, improper structure, proper diction and correct pronunciation Fluent, wrong structure, improper diction and correct pronunciation Fluent, wrong structure, improper diction and pronunciation Not fluent, wrong structure, wrong diction and pronunciation No performance

5 4 3 2 1 0



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LESSON PLAN ( 5 )

School : SMP Negeri 2 Demak Subject : English Class/Semester : VII (Seven) / 1 Time allocation : 6 x 40 minutes

Competence Standard : 4. To express the meaning in the simple short functional to interact with

surrounding environment Basic Competence : 4.2. To express the way of thinking and feeling in the form of simple short

functional texts accurately, fluently and acceptable to interact in the surrounding environment

Indicators : To express the way of thinking and feeling of the expression of: 1. instruction 2. mentioning list of things 3. congratulating 4. announcing something Theme : Short Functional Texts Aspect/Skill : Speaking A. Learning Objectives: At the end of the lessons, students can express the way of thinking and feeling of the expressions of: 1. giving instruction 2. mentioning list of things 3. congratulating 4. announcing something B. Learning Materials: a. Examples of functional texts: - notices - list of things - greeting cards - announcement b. English sentence structures C. Learning Method/Technique: Presentation, Practice, and Production D. Steps of Activities

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Allocation

1. 2.

3.

4.

5.

6.

Teacher: Opening Greets the students and calls the role. Exploration Asks the students in each group to prepare their presentation that have been asked by the teacher for the class related to their functional texts. Elaboration Discuss together with the class about the idea, the sentence structures, new vocabularies, and special terms in the short functional texts. Confirmation Summarizes the main points of the discussion together. Closing Give feedback and reinforcement

10’ 60’

30’

10’

10’

E. Learning Sources: a. Power point made by the teacher b. Some pictures c. Model dialogs made by the teacher d. Real informations F. Assessment a. Technique : Spoken Test. b. Form : Project c. Instrument :

Instruction : Find 5 examples of short functional texts from magazines, newspapers, internet or other sources, and prepare your report and present your report for the class!

1. For group 1 and 2, find examples of notices! 2. For group 3 and 4, find examples of list of things needed in certain activities! 3. For group 5 and 6, find examples of greeting cards! 4. For group 7 and 8, find examples of announcements!

d. Guide for Assessment: a. Maximum scores: 5 b. Maximum grade: 100 c. Students’ grade:


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e. Assessment Section: Details Score

Fluent, correct structure, proper diction and correct pronunciation Fluent, improper structure, proper diction and correct pronunciation Fluent, wrong structure, improper diction and correct pronunciation Fluent, wrong structure, improper diction and pronunciation Not fluent, wrong structure, wrong diction and pronunciation No performance

5 4 3 2 1 0


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LESSON PLAN ( 6 )


Competence Standard : 5. To understand simple short functional text related to the surrounding

environment Basic Competence : 5.1.To understand correctly simple short Functional text implicitly related to the

surrounding environment and in academic context Indicators : At the end of the learning, the students can:

a. Find the general ideas in the short functional texts b. Find detailed information in the short functional texts c. Find the meaning of certain words in short functional texts d. Find linguistic characteristics in the short functional text

Theme : Short functional text, descriptive text Aspect / Skill : Reading A. Learning Objectives:

At the end of the learning, students can: a. Find the general ideas in the short functional texts b. Find detailed information in the short functional texts c. Find the meaning of certain words in short functional texts d. Find linguistic characteristics in the short functional text

B. Learning Materials: a. Kinds of nouns, adjectives , verbs, possessives. b. Simple present tense c. Announcement, notice, greeting card d. Descriptive text C. Learning Method/Technique: TPR and PPP D. Steps of Activities 1. The First Meeting

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Allocation

1.

2.

3.

4.

5.

6.

7.

8.

9.

Teacher: Opening Greets the students and calls the role. Exploration Gives the students some questions related to the material that had been discussed in the previous lesson. Elaboration Asks the students to look at some sentences to be discussed about the pattern especially the position of subject, object, and the pattern of possessive adjectives and possessive pronouns & simple present tense. Confirmation Makes some notes about the pattern of subject, object, possessive adjectives and possessive pronouns together with the students. Elaboration Asks the students to do some exercises and then discusses the result together. Asks the students to practice describing something they have using possessive adjectives and possessive pronouns. Asks some students to demonstrate what they had practiced to the class. Confirmation Summarizes the main points of the discussion together with the students. Closing Give feedback and reinforcement

5’

10’

15’

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15

10’

5’

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2. Second Meeting ( short functional text )


Allocation

1.

2.

3.

4. 5.

6.

7.

8.

9.

Teacher: Opening Greets the students and calls the role Exploration Asks the students to answer various questions about the picture of ceremony at school. Asks the students to determine the meaning of words and use them in the sentences (related to the short functional texts) Asks the students to read some of the short functional texts Asks the students to answer questions about the content of the short functional texts related to the: - main idea - detailed information - meaning of words - communicative objective Elaboration Together with the students determine words, meanings and the type of verbs used in the short functional texts Asks the students to read the other short functional texts and do the same activity in a group of 3. Confirmation Summarize about the main points of the discussion together with the students. Closing Give feedback and reinforcement

5’

15’

20’

10’ 20’

20

15

10’

5’

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4. Third Meeting ( Descriptive text )


Allocation

1.

2.

3.

4. 5.

6.

7.

8.

9.

Teacher: Opening Greets the students and calls the role Exploration Asks the students to answer various questions about the picture of ceremony at school. Asks the students to determine the meaning of words and use them in the sentences (related to descriptive texts) Asks the students to read some of the descriptive texts Asks the students to answer questions about the content of the short functional texts related to the: - main idea - detailed information - meaning of words - communicative objective Elaboration Together with the students determine words, meanings and the type of verbs used in the short functional texts Asks the students to read the other short functional texts and do the same activity in a group of 3. Confirmation Summarize about the main points of the discussion together with the students. Closing Give feedback and reinforcement

5’

15’

20’

10’ 20’

20

15

10’

5’

E. Learning Sources: a. Power point made by the teacher b. Some pictures c. English sentence structures F. Assessment

a. Technique : Written and Spoken Test . b. Form : Constructing Written Text and Telling the Text orally c. Instrument :

Construct your own sentences representing the 6 kinds of English sentence structures based on the given pattern and then make them into passive voice! 1. S + V(do/does) + O + Adverb 2. S + V2 + O + Adverb 3. S + to be ( is, am, are ) + Ving + O + Adverb 4. S + to be ( was, were ) + Ving + O + Adverb 5. S + will/shall + V1 + O + Adverb 6. S + has/have + V3 + O + Adverb

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d. Guide for Assessment: a. Each correct answer gets 5 scores b. Maximum scores: 6 x 5 = 30 c. Maximum grade: 100 d. Students’ grade:

e. Assessment Section: No. Details Score 1 to 6

Each correct answer, correct structure, and proper diction Each correct answer, improper structure, and proper diction Each correct answer, wrong structure, and improper diction Each correct answer, wrong structure, and wrong diction The answer is not correct, wrong structure, and wrong diction No answer

5 4 3 2 1 0

Demak, July 4th 2012

Acknowledged by : Principal, English teacher Dr. Trisyono, M.Pd Eko Sudinuryanto, S.Pd NIP. 19590916 198302 1 002 .


30

LESSON PLAN ( 7 )

School : SMP Negeri 2Demak Subject : English Class/Semester : VII (Seven) / 1 Time Allocation : 12 x 40 minutes ( 4 meetings )

Competence Standard : 5. To understand simple short functional text related to the surrounding

environment or in academic context Basic Competence : 5.2. To respond the meaning in the simple short functional text accurately,

fluently and acceptable to interact with the surrounding environment or in academic context. Indicators : To identify:

a. various information in the short functional texts b. the linguistic characteristics of short functional texts

Type of text : written short functional texts Theme : School Life Aspect / Skill : Reading A. Learning Objectives

At the end of the learning, the students can: a. Find the general ideas in the short functional texts b. Find detailed information in the short functional texts c. Find the meaning of certain words in short functional texts d. Find linguistic characteristics in the short functional texts

B. Learning Material a. short functional witten texts b. Vocabularies related to the theme/type of text.

Examples: - announcement - uniform - be supposed to - gather - be ready - flag ceremony - punctual

c. Expressions: 1.Politeness Sentences Please be on time 2. Simple sentences. ( +, -, ? ) C. Learning Method/technique: Three-phase technique D. Steps of Activities

1. First Meeting ( instruction & shopping list )

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Allocation

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2.

3.

4. 5.

6.

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2. Second Meeting ( notice, announcement & greeting cards text )


Allocation

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9.


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2. Third Meeting ( Science text )


Allocation

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3. Fourth Meeting ( descriptive text )


Allocation

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2.

3.

4. 5.

6.

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8.

9.


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15’

20’

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E. Learning Resources

a. Examples of announcement text b. Examples of notice c. Examples of greeting cards d. Examples of instructions e. Examples of shopping list f. Examples of descriptive text g. Newspaper/magazine h. Library

F. Assessment

a. Technique : Written Test. b. Form : Written question c. Instrument :

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Give your written answers based on the text below!

1. What’s the text about ? 2. Who is the announcement for ? 3. What should the students of seven-one do ? 4. Why do they have to be there ? 5. Who gave the announcement? 6. What does the word “chairman” mean ? 7. What is the purpose of the chairman ? 8. Mention three nouns in the text.

d. Guide for Assessment:

a. Each correct answer gets 5 scores b. Maximum scores: 8 x 5 = 40 c. Maximum grade: 100 d. Students’ grade:

e. Assessment Section:

No. Details Score 1 to 8 Each correct answer, correct structure, and proper diction

Each correct answer, improper structure, and proper diction Each correct answer, wrong structure, and improper diction Each correct answer, wrong structure, and wrong diction The answer is not correct, wrong structure, and wrong diction No answer

5 4 3 2 1 0


TÇÇÉâÇvxÅxÇàTÇÇÉâÇvxÅxÇàTÇÇÉâÇvxÅxÇàTÇÇÉâÇvxÅxÇà All students of Class Seven A, are supposed to gather in the school yard on Monday August 12 th, 2009 at 10 a.m. for practicing flag ceremony. Please, be on time!

Chairman


36

LESSON PLAN ( 8 )


Competence Standard : 6. To express the meaning in simple short functional written text to interact with

surrounding environment

Basic Competence : 6.1 To express meaning of ideas in the simple short functional written text

using written language accurately, fluently and acceptable to interact with surrounding environment.

Indicators : 1. To complete short functional text 2. To arrange words/order of words into meaningful sentences 3. To make phrases and sentences related to short functional texts Type of text : short functional texts Aspect / Skill : writing A. Learning Objectives: After the end of the lesson, the students can: 1. complete short functional text 2. arrange words/order of words into meaningful sentences 3. make phrases and sentences related to short functional texts B. Learning Materials: 1. Written short functional texts in the form of: - instruction - list of things - greeting cards - announcement 2. Simple sentences related to the material or type of text. C. Learning Method/Technique: Three Phase-Technique D. Steps of Activities 1. First Meeting ( instruction & list of things)

37


Allocation

1.

2.

3.

4.

5.

6.

Teacher: Opening: Greets the students and calls the role Exploration Discusses the linguistic characteristics of short functional texts that had been discussed in the previous meetings together with the students. Elaboration Asks the students to do some exercises related to the short functional texts. Discusses the result together with the students. Confirmation Summarize about the main points of the discussion together with the students. Closing: Give feedback and reinforcement

5’

25’

20’

40’

25’

5’

2. Second Meeting ( greeting card)


Allocation

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2.

3.

4.

5.

6.


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4. Third Meeting ( announcement)


Allocation

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3.

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6.


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4. Third Meeting ( descriptive text)


Allocation

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2.

3.

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E. Learning Resources 1. Some written short functional texts compiled by the teacher. 2. Some written short functional texts from magazines, newspaper, internet. F. Assessment

a. Technique : Written Test. b. Form : Completion and Arranging sentences

c. Instrument : I. Complete the blank spaces of the following texts! II. Arrange the jumbled sentences in a good order!

d. Assessment Guide: 1. For section I, each correct answer gets 1 scores 2. For section II, each correct answer gets 5 scores 3. Maximum score: I 1 x 10 = 10 II 5 x 4 = 20 Total 30 4. Maximum grade = 100 5. Students’ grade = Acquired score X 100 Maximum Score


40

LESSON PLAN ( 9 )

School : SMP Negeri 2Demak Subject : English Class/Semester : VII (Seven) / 1 Time Allocation : 9 x 40 minutes (3 meetings )

Competence Standard : 6. To express the meaning in simple short functional written text to interact with surrounding environment

Basic Competence : 6.2 To express steps of rhetoric in simple short functional written text using written language accurately, fluently and acceptable to interact with surrounding environment.

Indicators : 1. To write short functional texts

2. To use steps of rhetoric in writing short functional texts Type of text : short functional texts Aspect / Skill : writing A. Learning Objectives: After the lesson, the students can: 1. write short functional texts 2. use the steps of rhetoric in writing short functional texts 3. Descriptive text B. Learning Materials: 1. Written short functional texts in the form of: - instruction - list of things - greeting cards - announcement 2. The steps of rhetoric of short functional texts. 3. Descriptive text C. Learning Method/Technique: Three Phase-Technique D. Steps of Activities 1. First Meeting ( instruction & list of things )

41


Allocation

1.

2.

3.

4.

5.

6.

Teacher: Opening: Greets the students and calls the role Exploration Discusses the linguistic characteristics and the steps of rhetoric of short functional texts that had been discussed in the previous meetings together with the students. Elaboration Asks the students to make some short functional texts about the given topic by the teacher, using the steps of rhetoric in writing short functional texts conducted by the teacher. Discusses the result together with the students. Confirmation Summarize about the main points of the discussion together with the students. Closing: Give feedback and reinforcement

10’

20’

60’

20’

5’

5’ 2. Second Meeting ( greeting cards & announcement )


Allocation

1.

2.

3.

4.

5.

6.

Teacher: Opening: Greets the students and calls the role Exploration Discusses the linguistic characteristics and the steps of rhetoric of short functional texts that had been discussed in the previous meetings together with the students. Elaboration Asks the students to make some short functional texts about the given topic by the teacher, using the steps of rhetoric in writing short functional texts conducted by the teacher. Discusses the result together with the students. Confirmation Summarize about the main points of the discussion together with the students. Closing: Give feedback and reinforcement

10’

20’

60’

20’

5’

5’

42

3. Third Meeting ( descriptive text )


Allocation

1.

2.

3.

4.

5.

6.

Teacher: Opening : Greets the students and calls the role Exploration: Discusses the linguistic characteristics and the steps of rhetoric of short functional texts that had been discussed in the previous meetings together with the students. Elaboration Asks the students to make some short functional texts about the given topic by the teacher, using the steps of rhetoric in writing short functional texts conducted by the teacher. Discusses the result together with the students. Confirmation Summarize about the main points of the discussion together with the students. Closing: Give feedback and reinforcement

10’

20’

60’

15’

10’

5’

E. Learning Resources 1. Some written short functional texts compiled by the teacher. 2. Some written short functional texts from magazines, newspaper, internet. F. Assessment

a. Technique : Written Test. b. Form : Essay

c. Instrument : Instruction : Write your own short functional text based on the given situation! G. Assessment Guide:


e. Assessment Section:

No. Details Score 1 to 4 correct answer, correct structure, and proper diction

correct answer, improper structure, and proper diction correct answer, wrong structure, and improper diction

5 4 3


43

correct answer, wrong structure, and wrong diction The answer is not correct, wrong structure, and wrong diction No answer

2 1 0


rpp semester 1

Documents

smp negeri

short functional

simple short

spoken language

ving

communicative

simple short

written language