RPP RSBI 2

LESSON PLAN

( 1 )

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

Competence Standard : 7. To understand the meaning in the simple short spoken transactional

and interpersonal conversation to interact with the surrounding environment

Basic Competence : 7.1.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 services, asking and giving goods, asking and giving facts

Indicators : To respond the expression of: 1. asking and giving services 2. asking and giving goods 3. asking and giving facts Type of text : Transactional and Interpersonal Texts Aspect / Skill : listening and speaking A. Learning Objectives: At the end of the lesson, students can respond the expression of: 1. asking and giving services 2. asking and giving goods 3. asking and giving facts B. Learning Materials: 1. Short conversations containing of the following expression: A: Pass me the salt, please. B: Sure! Here you are A: Can I have the cake, please? B: Sure! Here it is. A: Do you always have your dinner here? B: Sometimes. 2. Vocabularies related to the materials such as: a. nouns : countable and uncountable nouns b. verbs : pass, have, do, give, come, etc. c. to be : is, am, are d. Pronouns : I, you, he, she, they e. adverbs : sometimes, never, always, usually, etc.

f. expressions : here you are, here it is, thanks, sure, certainly, sorry, okay, etc. C. Learning Method/ Technique: Three phase-Techniques

D. Steps of Activities 1. The First Meeting

Teaching-Learning Activities Time

Allocation Teacher: 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: asking and giving services, asking and giving goods, asking and giving facts, 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. Confirmation Asks the students to practice what they had done for the class. Corrects the students’ pronunciation and asks the students to repeat pronouncing the words after the teacher. Summarizes the main points of the discussion together.

5’ 65’

10’

E. Learning Resources: 1. Power point 2. Script of conversation or recorded conversation 3. Relevant pictures

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

I. Listen to these dialogs and write what he/she says to complete the dialog! Choose the response in the box beside. Ari : … . Bagus : Sure. Anne : I’m returning the pen. Dita : … . Mr. Gultom : … . Wayan : Yes, sir. Ketut : Can I borrow your pen, please? Putri : … . David : … . Hesti : Sure. Doni : Hi, Lisa. Lend me your pen, please. Lisa : … . II. Complete the dialogue with the expression that you hear from the cassette! Lisa : Ratih, is this your new workbook?

a. Sure. Here you are. b. Open the door, please. c. Take it in my school

bag. d. Put in here. e. Hold the book for me,

please. f. Clean the board, Wayan.

Ratih : a) … . Lisa : Can I see it? Ratih : b) … . Lisa : thanks. Father : a) … . Vita ; Yes, Dad. Father : b) … . Vita : Where is it? Father : c) … . Vita : Yes. I got it. Father : Thank you. Script Dialogue 1 Lisa : Ratih,a) … ? Ratih : Yes, it is. Lisa : b) … ? Ratih : Certainly. Lisa : Thanks. Father : Vit, a) …, please? Vita ; Yes, Dad. Father : b) … ! Vita : Where is it? Father : May be it is on the table. Vita : Yes. I got it. Father : Thank you.

4. Assessment Guide: 1. Each correct answer gets 3 scores 2. Maximum scores: 3 x 15 = 45 3. Maximum grade: 100

4. Students’ grade: 5. Assessment Section:

Detail Score

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

3 2 1 0

Acknowledged by : Demak, July 4th 2012

Principal, English teacher

Dr. Trisyono, M.Pd NIP. 19590916 198302 1 002

Eko Sudinuryanto, S.Pd .

Acquired Score x 100 Maximum score

LESSON PLAN

( 2 )


Competence Standard : 7. To understand the meaning in the simple short spoken transactional

and interpersonal conversation to interact with the surrounding environment

Basic Competence : 7.2 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 opinion expressing like and dislike, responding interpersonally

Indicators : To respond the expression of: 1. asking and giving opinion 2. like and dislike 3. asking for clarification 4. responding interpersonally Type of text : Transactional and Interpersonal Texts Aspect / Skill : listening and speaking A. Learning Objectives: At the end of the lesson, students can respond the expression of: 1. asking and giving opinion 2. like and dislike 3. asking for clarification 4. responding interpersonally B. Learning Materials: 1. Short conversations containing of the following expression: A: What do you think about this meeting? B: I think it is not interesting A: How about going to the beach? B: That’s a good idea. A: What do you like to drink? B: I like coke. A: Why? B: Because it can make me fresh. A: Is it right that frogs belong to amphibian? B: Yes, it’s right. 2. Vocabularies related to the materials such as: a. nouns : countable and uncountable nouns b. verbs : think, like, dislike, eat, drink, etc. c. to be : is, am, are d. Pronouns : I, you, he, she, they, it

e. adjectives : sure, good, really sure, not bad, etc. f. expressions : - What do you think of it? - That‘s good idea. - Do you really think so? - I don’t think so. - Are you sure? - I’m not really sure. C. Learning Method/ Technique: Three phase-Techniques D. Steps of Activities 1. The First Meeting


Allocation Teacher: 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: asking and giving opinion, like and dislike, asking for clarification, responding interpersonally, and politeness, and asks the students to repeat reading the model 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. Confirmation Asks the students to practice what they had done for the class. Corrects the students’ pronunciation and asks the students to repeat pronouncing the words after the teacher. Summarizes the main points of the discussion together.

5’ 65’

10’

E. Learning Resources:

1. Power point 2. Script of conversation or recorded conversation 3. Relevant pictures

F. Assessment 1. Technique : Written Test 2. Form : Completion 3. Instrument :

I. Listen to the dialogue carefully and fill in the the blanks. 1. A : Excuse me. Can you help me? B : … ? 2. A : What do you think of … ? B : … ? 3. A : ... ? B : I’m sorry . I don’t like it. 4. A : … ? B : Yes, I am 5. A : I meet her. B : … ?

II. Conversation Script 1. A : … ? B : Sure. 2. A : What do you think of my clothes? B : … . 3. A : Do you like mangoes. B : … . 4. A : are you sure? B : … . 5. A : I meet her. B : … ?

4. Assessment Guide: 1. Each correct answer gets 3 scores 2. Maximum scores: 3 x 10 = 30 3. Maximum grade: 100 4. Students’ grade:

5. Assessment Section:

Detail Score Correct content, correct linguistic structure Correct content, wrong linguistic structure Wrong content and wrong linguistic structure No answer

3 2 1 0






LESSON PLAN

( 3 )


Competence Standard : 8. To understand the meaning in the simple short functional spoken text

and monologue in the forms of descriptive and procedure to interact with surrounding environment and or in the context of academic

Basic Competence : 8.1 To understand the meaning of the simple monologue texts in the forms of descriptive, procedure, songs, and poems to interact with surrounding environment or in the context of academic

Indicators : To understand the meaning of the simple monologue texts in the form of: 1. descriptive 2. procedure 3. songs 4. poems Type of text : simple monologue texts Aspect / Skill : listening A. Learning Objectives: At the end of the lesson, students can understand the meaning of the simple monologue texts in the

form of: 1. descriptive 2. procedure 3. songs 4. poems B. Learning Materials: 1. Simple monologue texts containing of the following expression: a. describing something b. procedure to do something c. songs d. poems 2. Vocabularies related to the materials such as: a. nouns : countable and uncountable nouns b. verbs : have, do, give, come, etc. c. to be : is, am, are d. Pronouns : I, you, he, she, they, we, it, etc e. adverbs : sometimes, never, always, usually, etc. f. expressions : You know, well, etc. 3. Linguistic characteristic of descriptive, procedure, songs, and poems. 4. Steps of rhetoric in descriptive, procedure, song, and poem texts. C. Learning Method/ Technique: TPR and PPP

D. Steps of Activities 1. The First Meeting:


Allocation Teacher: Greets the students and calls the role. Exploration Tells the students about the activity that will be done and about the ways to do listening. Elaboration Asks the students to listen to some description texts and gives some questions related to the meaning of the texts. Confirmation Discusses the answers together with the class. Together with the students summarize the main points of the discussion.

10’

60’

10’

2. The Second Meeting:


Allocation Teacher: Greets the students and calls the role. Exploration Tells the students about the activity that will be done and about the ways to do listening. Elaboration Asks the students to listen to some procedure texts and gives some questions related to the meaning of the texts. Confirmation Discusses the answers together with the class. Together with the students summarize the main points of the discussion.

10’

60’

10’

3. The Third Meeting:


Allocation Teacher: Greets the students and calls the role. Exploration Tells the students about the activity that will be done and about the ways to do listening. Elaboration Asks the students to listen to some song and poem texts and gives some questions related to the meaning of the texts. Confirmation Discusses the answers together with the class. Together with the students summarize the main points of the discussion.

10’

60’

10’

E. Learning Resources: 1. Power point 2. Some written texts of descriptive, procedure, song, and poem 3. Relevant pictures

F. Assessment

1. Technique : Written 2. Form : Written questions 3. Instrument :

I. Listen to the monologue text and choose the correct answer. 1. What is the speaker’s favorite flower? a. Rose c. Orchid b. Sun flower d. Cape jasmine 2. What is the color of the jasmine? a. red c. green b. white d. orange 3. When does the jasmine usually bloom? a. In March c. In July b. In June d. In August 4. What is the purpose of the speaker to tell the text? a. To describe something specific c. To entertain b. To retell the events d. to amuse 5. How about the jasmine’s leaves? a. beautiful c. dark b. glossy d. fragrant II. Listen to the text once more and write down 5 verbs and 5 adjectives from the text you

hear! 4. Assessment Guide:

1. For section I, each correct answer gets 1 score 2. For section II, each correct answer gets 2 scores 3. Maximum score: I. 5 x 1 = 5 II. 10 x 2 = 20 Total 25 4. Maximum grade = 100 5. Students’ grade =





LESSON PLAN

My Cape Jasmine I have a garden. I plant many flowers there. But my favorite flower is cape jasmine. Cape jasmine is a kind of white jasmines. You see. It has glossy and bright green leaves. It has also beautiful fragrant flowers. It usually blooms in June. Well…my cape jasmine has survive for years. But still blooms profusely.


( 4 )


Competence Standard : 8. To understand the meaning in the simple short functional spoken text

and monologue in the forms of descriptive and procedure to interact with surrounding environment and or in the context of academic.

Basic Competence : 8.2 To understand the idea of the simple monologue texts in the forms of

descriptive, procedure, songs, and poems, to interact with surrounding environment or in the context of academic

Indicators : To understand the idea of the simple monologue texts in the form of: 1. descriptive 2. procedure 3. songs 4. poems Type of text : simple monologue texts Aspect / Skill : listening A. Learning Objectives: At the end of the lesson, students can understand the idea of the simple monologue texts in the

form of: 1. descriptive 2. procedure 3. songs 4. poems B. Learning Materials: 1. Simple monologue texts containing of the following expression: a. describing something b. procedure to do something c. songs d. poems 2. Vocabularies related to the materials such as: a. nouns : countable and uncountable nouns b. verbs : have, do, give, come, etc. c. to be : is, am, are d. Pronouns : I, you, he, she, they, we, it, etc e. adverbs : sometimes, never, always, usually, etc. f. expressions : You know, well, etc. 3. Linguistic characteristic of descriptive, procedure, songs, and poems. 4. Steps of rhetoric in descriptive, procedure, song, and poem texts. C. Learning Method/ Technique: TPR and PPP D. Steps of Activities 1. The First Meeting:


Allocation Teacher: Greets the students and calls the role. Exploration Tells the students about the activity that will be done and about the ways to do listening. Elaboration Asks the students to listen to some description texts and gives some questions related to the idea of the texts. Confirmation Discusses the answers together with the class. Discusses together with the class about the linguistic characteristic of the text and its steps of rhetoric. Together with the students summarize the main points of the discussion.

10’

60’

10’



Allocation Teacher: Greets the students and calls the role. Exploration Tells the students about the activity that will be done and about the ways to do listening. Asks the students to listen to some procedure texts and gives some questions related to the idea of the texts. Elaboration Discusses the answers together with the class. Discusses together with the class about the linguistic characteristic of the text and its steps of rhetoric. Confirmation Together with the students summarize the main points of the discussion.

10’

60’

10’



Allocation Teacher: Greets the students and calls the role. Exploration Tells the students about the activity that will be done and about the ways to do listening. Elaboration Asks the students to listen to some song and poem texts and gives some questions related to the idea of the texts. Discusses the answers together with the class. Confirmation Discusses together with the class about the linguistic characteristic of the text and its steps of rhetoric. Together with the students summarize the main points of the discussion.

10’

50’

10’

10’

Divides the class into 4 groups in which each student in those groups must prepare their own texts related to descriptive, procedure, song, and poem, which must be presented orally for the class in the next meeting. Gives guidance about the way to present it.


1. Power point 2. Some written texts of descriptive, procedure, song, and poem 3. Relevant pictures

F. Assessment 1. Technique : Written and Spoken 2. Form : Assignment 3. Instrument : Listen and make a draft of retelling one of your friends’ monologue texts! 4. Assessment Section:

Detail Score Correct content, correct linguistic structure Correct content, wrong linguistic structure Wrong content and wrong linguistic structure No answer

3 2 1 0





LESSON PLAN

( 5 )


Competence Standard : 9. To express the meaning in the simple short transactional and

interpersonal conversations in formal and informal situations to interact with surrounding environment and or in the context of academic.

Basic Competence : 9.1 To express the meaning using simple spoken language accurately,

fluently, and acceptable to communicate informally with the surrounding environment or in the context of academic involving the speech act of: asking and giving information, asking and giving goods, asking and giving opinion, expressing like and dislike, and asking for clarification

Indicators : To express informally the idea of: 1. asking and giving information 2. asking and giving goods 3. asking and giving opinion 4. expressing like and dislike 5. asking for clarification Type of text : simple spoken language Aspect / Skill : speaking A. Learning Objectives: At the end of the lesson, students can express informally the idea of: 1. asking and giving information 2. asking and giving goods 3. asking and giving opinion 4. expressing like and dislike 5. asking for clarification B. Learning Materials: 1. Short conversations containing of the following expression: A: What is root? A: I like algebra B: It is a part of tree. B: I don’t A: What do you think of this? A: Are you sure? B: Not bad. B: I’m A: Get me the pipette! A: Do you? B: Ok. B: I do. 2. Vocabularies related to the materials such as: a. nouns : countable and uncountable nouns b. verbs : like, love, dislike, hate, etc. c. to be : is, am, are d. Pronouns : I, you, he, she, they, we e. adverbs : sometimes, never, always, usually, etc.

f. expressions : here you are, here it is, thanks, sure, certainly, sorry, okay, good, certain, of course, etc.

C. Learning Method/ Technique: TPR and PPP D. Steps of Activities


Allocation Teacher: 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: asking and giving information, asking and giving goods, asking and giving opinion, expressing like and dislike, asking for clarification, and politeness, and asks the students to repeat reading the model after the teacher. Gives some cards and asks the students to practice producing their expressions 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. Corrects the students’ pronunciation and asks the students to repeat pronouncing the words after the teacher. Summarizes the main points of the discussion together.

5’ 65’

10’


1. Power point 2. Script of conversation or recorded conversation

3. Relevant pictures F. Assessment

1. Technique : Spoken Test 2. Form : Role-play 3. Instrument :

Create a dialog based on the role cards and perform it with your partner!

4. Assessment Guide: 1. The answer gets certain score based on the details 2. Maximum scores: 5 3. Maximum grade: 100

4. Students’ grade:



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





LESSON PLAN

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

Competence Standard : 9. To express the meaning in the simple short transactional and

interpersonal conversations in formal and informal situations to interact with surrounding environment and or in the context of academic.

Basic Competence : 9.2 To express the meaning using simple spoken language accurately fluently, and acceptable to communicate formally with the surrounding environment or in the context of academic involving the speech act of: asking and giving information, asking and giving goods, asking and giving opinion, expressing like and dislike, and asking for clarification

Indicators : To express formally the idea of: 1. asking and giving information 2. asking and giving goods 3. asking and giving opinion 4. expressing like and dislike 5. asking for clarification Type of text : simple spoken language Aspect / Skill : speaking A. Learning Objectives: At the end of the lesson, students can express formally the idea of: 1. asking and giving information 2. asking and giving goods 3. asking and giving opinion 4. expressing like and dislike 5. asking for clarification B. Learning Materials: 1. Short conversations containing of the following expression: A: Would you like to tell me what root is? B: I’d love too. Root is a part of tree. A: Would you please tell me your opinion about this experiment? B: I think this experiment is very interesting. A: Would you please get me the pipette! B: Yes, Sir. A: I like algebra B: Sorry, I’m afraid, I don’t algebra A: Excuse me. Are you sure? B: Yes, I’m. A: Excuse me. Do you do it? B: Yes, I do.

2. Vocabularies related to the materials such as: a. nouns : countable and uncountable nouns b. verbs : like, love, dislike, hate, etc. c. to be : is, am, are d. Pronouns : I, you, he, she, they, we e. adverbs : sometimes, never, always, usually, etc.

f. expressions : excuse me, I’m afraid, here you are, here it is, thanks, sure, certainly, sorry, okay, good, certain, of course, etc.

C. Learning Method/ Technique: TPR and PPP D. Steps of Activities


Allocation Teacher: 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. Elaboration Gives a model about the expressions of: asking and giving information, asking and giving goods, asking and giving opinion, expressing like and dislike, asking for clarification, and politeness, and asks the students to repeat reading the model after the teacher. Gives some cards and asks the students to practice producing their expressions 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. Corrects the students’ pronunciation and asks the students to repeat pronouncing the words after the teacher. Confirmation Summarizes the main points of the discussion together.

5’ 65’

10’

E. Learning Resources: 1. Power point 2. Script of conversation or recorded conversation


1. Technique : Spoken Test 2. Form : Role-play 3. Instrument :

Create a dialog based on the role cards and perform it with your partner!


4. Students’ grade:


5. 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





LESSON PLAN

( 7 )

Schoo l : SMP Negeri 2 Demak Subject : English Class/Semester : VII (Seven) / 2 Time Allocation : 10 x 40 minutes

Competence Standard : 10. To express the meaning in the simple short functional spoken text in

interactive and non interactive communications, formally and informally, in the forms of descriptive and procedure to interact with surrounding environment and or in the context of academic.

Basic Competence : 10.1 To express the meaning of the texts: descriptive, procedure, songs, and poems, using simple spoken language accurately, fluently, and acceptable in interactive informal communication to interact with the surrounding environment or in the context of academic.

Indicators : To express in interactive informal communication the meaning of the texts: 1. descriptive 2. procedure 3. songs 4. poems Type of text : short functional spoken texts Aspect / Skill : speaking A. Learning Objectives: At the end of the lesson, students can express in interactive informal communication the meaning

of the texts: 1. descriptive 2. procedure 3. songs 4. poems B. Learning Materials: 1. Some monologue texts in the form of: descriptive, procedure, songs, and poems 2. Vocabularies related to the theme/type of text. 3. Linguistic characteristics of descriptive, procedure, song, and poem. C. Learning Method/ Technique: PPP and TPR D. Steps of Activities

1. The First Meeting:


Allocation Teacher: Greets the students and calls the role. Exploration Gives guidance to the students about the way to present their texts in interactive informal communication Elaboration Asks the students who got assignment to prepare their monologue texts of descriptive to present it orally for the class one by one. Gives question to the other students related to their friend’s presentation. Confirmation Together with the students summarize the main points of the discussion. Reminds the other students who must prepare their presentation for the next meeting.

10’

60’

10’



Allocation Teacher: Greets the students and calls the role. Exploration Asks the students who got assignment to prepare their monologue texts of descriptive to present it orally for the class one by one. Elaboration Gives question to the other students related to their friend’s presentation. Together with the students summarize the main points of the discussion. Confirmation Reminds the other students who must prepare their presentation for the next meeting.

5’ 65’

10’



Allocation Teacher: Greets the students and calls the role. Exploration Asks the students who got assignment to prepare their monologue texts of procedure to present it orally for the class one by one. Elaboration Gives question to the other students related to their friend’s presentation. Confirmation Together with the students summarize the main points of the discussion. Reminds the other students who must prepare their presentation for the next meeting.

5’ 65’

10’

4. The Fourth Meeting:


Allocation Teacher: Greets the students and calls the role. Exploration Asks the students who got assignment to prepare their monologue texts of song to present it orally for the class one by one. Elaboration Gives question to the other students related to their friend’s presentation. Confirmation Together with the students summarize the main points of the discussion. Reminds the other students who must prepare their presentation for the next meeting.

5’ 65’

10’

5. The Fifth Meeting


Allocation Teacher: Greets the students and calls the role. Exploration Asks the students who got assignment to prepare their monologue texts of poem to present it orally for the class one by one. Elaboration Gives question to the other students related to their friend’s presentation. Confirmation Together with the students summarize the main points of the discussion. Asks the students to prepare again their texts to be presented in different way for the next meeting

5’ 65’

10’




1. Technique : Spoken Test 2. Form : Performance 3. Instrument :

I. Group I: Describe something / someone with your own words orally in front of the class! II. Group 2: Tell your friends how to do something! III. Group 3: Tell your friends about a song you like! IV. Group 4: Tell your friends about a poem you get!




5 4 3 2 1 0






LESSON PLAN

( 8 )


Competence Standard: 10. To express the meaning in the simple short functional spoken text in

interactive and non interactive communications, formally and informally, in the forms of descriptive and procedure to interact with surrounding environment and or in the context of academic.

Basic Competence : 10.2 To express the meaning of the texts: descriptive, procedure, songs, and poems, using simple spoken language accurately, fluently, and express the meaning of the texts: descriptive, procedure, songs, acceptable in non interactive formal communication to interact with the surrounding environment or in the context of academic.

Indicators : To express in non interactive formal communication the meaning of the texts:

1. descriptive 2. procedure 3. songs 4. poems Type of text : short functional spoken texts Aspect / Skill : speaking A. Learning Objectives: At the end of the lesson, students can express in non interactive formal communication the

meaning of the texts: 1. descriptive 2. procedure 3. songs 4. poems B. Learning Materials: 1. Some monologue texts in the form of: descriptive, procedure, songs, and poems 2. Vocabularies related to the theme/type of text. 3. Linguistic characteristics of descriptive, procedure, song, and poem. C. Learning Method/ Technique: PPP and TPR D. Steps of Activities

1. The First Meeting:


Allocation Teacher: Greets the students and calls the role. Exploration Gives guidance to the students about the way to present their texts in non interactive formal communication Elaboration Asks the students who got assignment to prepare their monologue texts of descriptive to present it orally for the class one by one. Gives question to the other students related to their friend’s presentation. Confirmation Together with the students summarize the main points of the discussion. Reminds the other students who must prepare their presentation for the next meeting.

10’

60’

10’



Allocation Teacher: Greets the students and calls the role. Exploration Asks the students who got assignment to prepare their monologue texts of descriptive to present it orally for the class one by one. Elaboration Gives question to the other students related to their friend’s presentation. Confirmation Together with the students summarize the main points of the discussion. Reminds the other students who must prepare their presentation for the next meeting.

5’ 65’

10’



Allocation Teacher: Greets the students and calls the role. Exploration Asks the students who got assignment to prepare their monologue texts of procedure to present it orally for the class one by one. Elaboration Gives question to the other students related to their friend’s presentation. Together with the students summarize the main points of the discussion. Confirmation Reminds the other students who must prepare their presentation for the next meeting.

5’ 65’

10’

4. The Fourth Meeting:


Allocation Teacher: Greets the students and calls the role. Exploration Asks the students who got assignment to prepare their monologue texts of song to present it orally for the class one by one. Elaboration Gives question to the other students related to their friend’s presentation. Confirmation Together with the students summarize the main points of the discussion. Reminds the other students who must prepare their presentation for the next meeting.

5’ 65’

10’

5. The Fifth Meeting


Allocation Teacher: Greets the students and calls the role. Exploration Asks the students who got assignment to prepare their monologue texts of poem to present it orally for the class one by one. Elaboration Gives question to the other students related to their friend’s presentation. Confirmation Together with the students summarize the main points of the discussion.

5’ 65’

10’




1. Technique : Spoken Test 2. Form : Performance 3. Instrument :

I. Group I: Describe something / someone with your own words orally in front of the class! II. Group 2: Tell your friends how to do something! III. Group 3: Tell your friends about a song you like! IV. Group 4: Tell your friends about a poem you get!




5 4 3 2 1 0






LESSON PLAN

( 9 )


Competence Standard : 11. To understand the meaning in the simple written short functional text

and essay in the forms of descriptive and procedure to interact with the surrounding environment.

Basic Competence : 11.1 To understand correctly and efficiently, the meaning in the written short

functional texts, songs, poems, and simple short essay in the forms of: descriptive and procedure related to the surrounding environment and or in the context of academic

Indicators : To understand correctly and efficiently, the meaning in the written: 1. short functional texts 2. songs 3. poems 4. simple short essay Type of text : written short functional texts and essay Aspect / Skill : reading A. Learning Objectives: At the end of the lesson, students can understand correctly and efficiently, the meaning in the

written: 1. short functional texts 2. songs 3. poems 4. simple short essay B. Learning Materials: 1. Some simple written texts in the form of: short functional text, song, poem, short essay. 2. Vocabularies related to the theme/type of text. 3. Linguistic characteristic of the text. C. Learning Method/ Technique: TPR D. Steps of Activities 1. The First Meeting:


Allocation Teacher: Greets the students and calls the role. Exploration Asks the students related to topic of short functional texts that has been discussed in the previous meeting to remind the main points of the same topic which will be discussed in the meeting. Elaboration Gives the students some written short functional texts.

10’

60’

Gives the students some questions related to the meaning of the texts and asks the students to discuss the answers in their groups. Asks each group to explain their answer for the class. Confirmation Discusses the answers together with the class. Together with the students summarize the main points of the discussion.

10’


No. Teaching-Learning Activities Time

Allocation

1. 2.

3. 4.

5. 6.

7.

Teacher: Greets the students and calls the role. Exploration Asks the students related to topic of song and poem that has been discussed in the previous meeting to remind the main points of the same topic which will be discussed in the meeting. Elaboration Gives the students some written songs and poems. Gives the students some questions related to the meaning of the texts and asks the students to discuss the answers in their groups. Asks each group to explain their answer for the class. Confirmation Discusses the answers together with the class. Together with the students summarize the main points of the discussion.

10’

60’

10’



Allocation

1. 2.

3. 4.

5. 6. 7.

8.

Teacher: Greets the students and calls the role. Exploration Asks the students related to topic that has been discussed in the previous meeting to remind the main points of the same topic which will be discussed in the meeting. Elaboration Gives the students some simple written short essay. Gives the students some questions related to the meaning of the texts and asks the students to discuss the answers in their groups. Asks each group to explain their answer for the class. Discusses the answers together with the class. Confirmation Together with the students summarize the main points of the discussion. Asks the students to find the same texts by themselves with their group for the next meeting

10’

60’

10’


1. Power point 2. Some simple written texts in the form of: short functional text, song, poem, and short essay

made by the teacher and collected from magazines, newspapers, or internet. 3. Relevant pictures F. Assessment

1. Technique : Spoken Test 2. Form : Performance 3. Instrument : Read the text aloud! 4. Assessment Guide: 1. The answer gets certain score based on the details 2. Maximum scores: 5 3. Maximum grade: 100


Details Score Fluent, correct intonation, proper punctuation and correct pronunciation Fluent, improper intonation, proper punctuation and correct pronunciation Fluent, wrong intonation, improper punctuation and correct pronunciation Fluent, wrong intonation, improper punctuation and pronunciation Not fluent, wrong intonation, wrong punctuation and pronunciation No performance

5 4 3 2 1 0






LESSON PLAN

( 10 )

School : SMP Negeri 2 DEmak Subject : English Class/Semester : VII (Seven) / 2 Time Allocation : 6 x 40 minutes

Competence Standard : 11. To understand the meaning in the simple written short functional text

and essay in the forms of descriptive and procedure to interact with the surrounding environment.

Basic Competence : 11.2 To understand correctly and efficiently, the idea in the written short

functional texts, songs, poems, and simple short essay in the forms of: descriptive and procedure related to the surrounding environment and or in the context of academic

Indicators : To understand correctly and efficiently, the idea in the written: 1. short functional texts 2. songs 3. poems 4. simple short essay Type of text : written short functional texts and essay Aspect / Skill : reading A. Learning Objectives: At the end of the lesson, students can understand correctly and efficiently, the idea in the written: 1. short functional texts 2. songs 3. poems 4. simple short essay B. Learning Materials: 1. Some simple written texts in the form of: short functional text, song, poem, short essay. 2. Vocabularies related to the theme/type of text. 3. Linguistic characteristic of the text. C. Learning Method/ Technique: TPR D. Steps of Activities 1. The First Meeting:


Allocation

1. 2.

3.

4.

Teacher: Greets the students and calls the role. Exploration Asks the students related to topic of short functional texts that has been discussed in the previous meeting to remind the main points of the same topic which will be discussed in the meeting. Elaboration Asks the students to prepare their own written short functional texts.

10’

60’

5. 6. 7.

Gives the students some questions related to the idea of the texts and asks the students to discuss the answers in their groups. Asks each group to explain their answer for the class. Confirmation Discusses the answers together with the class. Together with the students summarize the main points of the discussion.

10’



Allocation

1. 2.

3.

4.

5.

6. 7.

Teacher: Greets the students and calls the role. Exploration Asks the students related to topic of song and poem that has been discussed in the previous meeting to remind the main points of the same topic which will be discussed in the meeting. Elaboration Asks the students to prepare their own written songs and poems. Gives the students some questions related to the idea of the texts and asks the students to discuss the answers in their groups. Asks each group to explain their answer for the class. Confirmation Discusses the answers together with the class. Together with the students summarize the main points of the discussion.

10’

60’

10’



Allocation

1. 2.

3.

4.

5. 6.

Teacher: Greets the students and calls the role. Exploration Asks the students related to topic that has been discussed in the previous meeting to remind the main points of the same topic which will be discussed in the meeting. Asks the students to prepare their own simple written short essay. Elaboration Gives the students some questions related to the idea of the texts and asks the students to discuss the answers in their groups. Asks each group to explain their answer for the class. Confirmation Discusses the answers together with the class. Together with the students summarize the main points of the discussion.

10’

60’

10’

E. Learning Resources: 1. Power point

2. Some simple written texts in the form of: short functional text, song, poem, and short essay made by the teacher and collected from magazines, newspapers, or internet.


1. Technique : Written Test 2. Form : List of questions 3. Instrument : Read the text carefully and answer the following questions! 4. Assessment Guide:

a. Each correct answer gets 5 scores b. Maximum scores: 10 x 5 = 50 c. Maximum grade: 100 d. Students’ grade: e. Assessment Section:

No Details Score 1 to 10

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






LESSON PLAN

( 11 )


Competence Standard : 12. To express the meaning in the simple short functional written text and

essay in the forms of descriptive and procedure to interact with the surrounding environment and or in the context of academic.

Basic Competence : 12.1 To express the information in the simple written short functional texts accurately, fluently, and acceptable to interact with surrounding environment and or in the context of academic

Indicators : To express the information into the simple written short functional texts. Type of text : short functional texts Aspect / Skill : writing A. Learning Objectives: At the end of the lesson, students can express the information into the simple written short

functional texts. B. Learning Materials: 1. Some simple written texts in the form of: short functional text. 2. Vocabularies related to the theme/type of text. 3. Linguistic characteristic of the text. C. Learning Method/ Technique: PPP D. Steps of Activities:


Allocation

1. 2.

3.

4.

5. 6.

Teacher: Greets the students and calls the role. Exploration Asks the students related to topic of short functional texts that has been discussed in the previous meeting to remind the main points of the same topic which will be discussed in the meeting. Elaboration Discusses together again about the linguistic characteristic of short functional texts. Asks the students to try to make their own written short functional texts conducted by the teacher. Confirmation Discusses the difficulties together with the class. Together with the students summarize the main points of the discussion.

10’

60’

10’

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

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

d. Assessment Guide: 1. Each correct answer gets 5 scores 2. Maximum scores: 2 x 5 = 10 3. Maximum grade: 100 4. Students’ grade:

5. Assessment Section: Details Score

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

5 4 3 2 1 0






LESSON PLAN

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Competence Standard : 12. To express the meaning in the simple short functional written text

and essay in the forms of descriptive and procedure to interact with the surrounding environment and or in the context of academic .

Basic Competence : 12.2 To express the meaning of simple short poems accurately, fluently, and acceptable to interact with surrounding environment and or in the context of academic

Indicators : To express the meaning into the simple short poems Type of text : poems Aspect / Skill : writing A. Learning Objectives: At the end of the lesson, students can express the meaning into the simple short poems B. Learning Materials: 1. Some simple written texts in the form of poem. 2. Vocabularies related to the theme/type of text. 3. Linguistic characteristic of the text. C. Learning Method/ Technique: PPP D. Steps of Activities:


Allocation

1. 2.

3.

4.

5.

6.

Teacher: Greets the students and calls the role. Exploration Asks the students related to topic of poem that has been discussed in the previous meeting to remind the main points of the same topic which will be discussed in the meeting. Discusses together again about the linguistic characteristic of poem. Elaboration Asks the students to try to make their own Confirmation written poem conducted by the teacher. Discusses the difficulties together with the class. Together with the students summarize the main points of the discussion.

10’

60’

10’

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

c. Instrument : Instruction : Write your own poem based on the given situation!

d. Assessment Guide: 1. Each correct answer gets 5 scores 2. Maximum scores: 2 x 5 = 10 3. Maximum grade: 100 4. Students’ grade:


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

5 4 3 2 1 0






LESSON PLAN

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Competence Standard : 12. To express the meaning in the simple short functional written text and

essay in the forms of descriptive and procedure to interact with the surrounding environment and or in the context of academic.

Basic Competence : 12.3 To express the meaning of simple short essay accurately, fluently, and acceptable to interact with surrounding environment and or in the context of academic.

Indicators : To express the meaning into simple short essay Type of text : simple short essay Aspect / Skill : writing A. Learning Objectives: At the end of the lesson, students can express the meaning into simple short essay B. Learning Materials: 1. Some simple written texts in the form of short essay. 2. Vocabularies related to the theme/type of text. 3. Linguistic characteristic of the text. C. Learning Method/ Technique: PPP D. Steps of Activities:


Allocation

1. 2.

3.

4.

5. 6.

Teacher: Greets the students and calls the role. Exploration Asks the students related to topic of short essay that has been discussed in the previous meeting to remind the main points of the same topic which will be discussed in the meeting. Discusses together again about the linguistic characteristic of short essay. Asks the students to try to make their own written short essay conducted by the teacher. Discusses the difficulties together with the class. Together with the students summarize the main points of the discussion.

10’

60’

10’

F. Assessment

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

c. Instrument :

Instruction : Write your own short essay based on the given situation!

d. Assessment Guide: 1. The correct answer gets 5 scores 2. Maximum grade: 100 3. Students’ grade: 4. Assessment Section:

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

5 4 3 2 1 0






RPP RSBI 2

Documents

Transcript of RPP RSBI 2