Standard of competency


Make advertisement based on their own situation



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Make advertisement based on their own situation.



  1. SOURCE / MATERIAL / TEACHING AID

- Cassettes

- CD

- English Alive 3 for Senior High School grade XII – Yudhistira



- Linked To The World 3 for Senior High School grade XII – Yudhistira

- English Student Worksheet

Approved by the headmaster, Purworejo, January 2 , 2013
Subject teacher,

Padmo Sukoco,M.Pd Dra. Rahmi Bekti Utami

CSN 19640718 198703 1 010 CSN. 19620529 198903 2 003

LESSON PLAN 6
School Name : SMA N 7 PURWOREJO

Subject : English

Class / Program : XII / Science

Semester : 2

Year : 2012 / 2013

Time Allocated : 2 x 45 ‘





  1. STANDARD OF COMPETENCY :


Speaking


  1. BASIC COMPETENCY :




  • To express the meaning of formal and informal short functional spoken text (e. g. banner, poster, pamphlet, etc) accurately, fluently, and acceptably in daily life context.



  1. INDICATORS :




  • To use spoken language in delivering short functional text




  1. GOAL OF TEACHING/LEARNING ACTIVITIES :


Students are able to:

  • To use spoken language in delivering short functional text




  1. MATERIALS :




  • Short functional spoken text



  1. TEACHING METHOD

  • Demonstration

  • Practice

  • Assignment




  1. TEACHING / LEARNING ACTIVITIES :



Lesson

Teaching Activities

Core

Value


Time

(minutes)



1.

Introduction

  • Teacher Greets the students religiously.

  • Teacher checks the students attendance and communicates creatively. (discipline)

  • Teacher asks the students about the previous materials which relate to the materials they will learn.

  • The teacher gives motivation to the students in learning the topic he/she will give.

  • Teacher tells the students about the goal of teaching/learning activities and basic competency they will attain.

  • Teacher grows the students’ sense of wonder by asking some questions related with the goal of the learning topic. (curious)


Main Activities

Exploration:

  • The teacher gives the explanation about the Short functional spoken text.

  • In groups, the students do library study for identifying many kinds of Short functional spoken text, (Hardworking)

  • The teacher asks the students to give examples Short functional spoken text. (Creative)

  • The teacher gives the explanation about the Short functional spoken text.

  • In groups, the students do library study for identifying many kinds of Short functional spoken text.

  • The teacher asks the students to give examples of Short functional spoken text used in certain situations.

Elaboration :

  • The teacher ask the students to practice the Short functional spoken text with good pronunciation.

  • The teacher ask the students to answer the questions based on the Short functional spoken text they have just practiced. (Independent)

  • The teacher ask the students to write Short functional spoken text by using many sources to get the data, and change it into spoken text and then read it in front of the class. (Creative)

  • The students listen to the interpersonal/transactional of short Short functional spoken text by using CD/cassette classically.

  • The students discuss the Short functional spoken text heard in pairs. (Commuicative)

  • The students discuss the content of the Short functional spoken text heard. (Commuicative)

  • The teacher asks the students to make the short functional text (oral advertisement) based on the situation given in pairs. (Creative)

Confirmation :

  • The teacher ask the students to review the Short functional spoken text they have learned.

  • The teacher ask the students to review the short functional text (oral advertisement).

  • The teacher ends the lesson by asking the students to make conclusion. (Independent)


Closing:

  • The teacher ask the students to make a brief resume about the short functional text (oral advertisement ) they have learned.

  • Post Test: Listen to the ad read by your teacher. Then, orally answer these questions & Make an advertisement based on your own situation, and then read it loudly. You can discuss the purpose of the advertisement you have made.

  • Teacher tells the students about the goal of teaching/learning activities and basic competency they will attain for the next meeting.


Structured assessment:

  • Answering the questions about the content of the short functional written text (e.g. banner, poster, pamphlet etc.)




  • Discipline

  • Curious

  • Hard-

Working

  • Creative

  • Indepen-

dent

  • Commu-

nicative

10

70



10



  1. EVALUATION


The frame work of evaluation
School Name : SMA N 7 PURWOREJO Class /Program : XII / Science

Subjec t : English Semester : 2




No.

Basic Competency

Class/sem

Materials

Indicator

Type of test

Number of test


1.

To express the meaning of formal and informal short functional spoken text (e. g. banner, poster, pamphlet, etc) accurately, fluently, and acceptably in daily life context





XII/2


- Short functional Text (oral advertisement)






  • To use spoken language in delivering short functional text



performance




A, B, C, D, E.



Evaluation:


  1. Listen to the ad read by your teacher. Then, orally answer these questions!




English teachers, excellent Eng. Skill & attitude. Love children. Min 1 year experience. We quarantee fair, pleasant, great working atmosphere. FORENCE Perum Poris Indah E 595 C, Tgr 15148. Immediately.





  1. What vacancy does the ad have?

  2. What qualification should the applicant have?

  3. Where should the applicant send the application?

  4. Do you interest to fill the vacancy? Why or why not?

  5. Where do you usually seek job vacancy?



  1. Make an advertisement based on your own situation, and then read it loudly. You can discuss the purpose of the advertisement you have made!



Scoring Rule
School Name : SMA N 7 PURWOREJO Class /semester : XII / 2

Subject : English Year : 2012/2013

Type of Test : performance

No.

Criteria

Score

A.

B.


.

The students are asked to listen to the ad read by the teacher. Then, answer the questions orally.


The students are asked to make an advertisement based on their own situation, and then read it loudly. They are asked to discuss the purpose of the advertisement they have made.

10

10







Marks = score gotten X 5








  1. SOURCE / MATERIAL / TEACHING AID

- Cassettes

- CD

- English Alive 3 for Senior High School grade XII – Yudhistira



- Linked To The World 3 for Senior High School grade XII – Yudhistira

- English Student Worksheet

Approved by the headmaster, Purworejo, January 2 , 2013
Subject teacher,

Padmo Sukoco,M.Pd Dra. Rahmi Bekti Utami

CSN 19640718 198703 1 010 CSN. 19620529 198903 2 003

LESSON PLAN 7
School Name : SMA N 7 PURWOREJO

Subject : English

Class / Program : XII/ Science

Semester : 2

Year : 2012 / 2013

Time Allocated : 2 x 45 ‘





  1. STANDARD OF COMPETENCY :


Listening

  • To understand the meaning of short functional text and monologue in the form of narrative and review in daily life context



  1. BASIC COMPETENCY :

  • To respond to the meaning of monologue text which is use spoken language accurately, fluently, and acceptably in daily life context in form of narrative and review texts



  1. INDICATORS :




  • To identify the characters from the story they listen to

  • To identify the events from the text they listen to

  • To identify the comment to the movie/song/novel

  • To identify the suggestion in a review they listen to



  1. GOAL OF TEACHING/LEARNING ACTIVITIES :

Students are able to:

  • To identify the characters from the story they listen to

  • To identify the events from the text they listen to

  • To identify the comment to the movie/song/novel

  • To identify the suggestion in a review they listen to




  1. MATERIALS :

  • Oral text of narrative

  • Oral text of spoof

  • Oral text of hortatory exposition




  1. TEACHING METHOD :

  • Demonstration

  • Practice

  • Assignment



  1. TEACHING / LEARNING ACTIVITIES :



Lesson

Teaching Activities

Core

Value


Time

(minutes)



1.

Introduction

  • Ask the students about the previous materials they have learned.

  • Tell the students about the goal of teaching/learning activities and basic competency they will attain.


Main Activities

Exploration:

  • The teacher gives the explanation about the narrative text and spoof text.

  • In groups, the students do library study for identifying many kinds of narrative text and spoof text.

  • The teacher asks the students to give examples of narrative text and spoof text.

Elaboration :

  • The students listen to the narrative text text and spoof text by using CD/cassette classically.

  • The students discuss the narrative text and spoof text heard in pairs.

  • The students discuss the content of the narrative text and spoof text they have just heard.

  • The teacher asks the students to answer the questions based on the narrative text and spoof text they have just heard individually.

  • Confirmation :

  • The teacher ask the students to review the narrative text and spoof text they have learned.

  • The teacher ends the lesson by asking the students to make conclusion.

  • The teacher ask the students to review the narrative text and spoof text they have learned.


Closing:

  • The teacher ask the students to make a brief resume about the the narrative text and spoof text they have learned.

  • Post Test




  • Discipline

  • Curious

  • Hard-

working

  • Creative

  • Indepen-

dent

  • Commu-

nicative


1

70



10

2.



Introduction

  • Ask the students about the previous materials they have learned.

  • Tell the students about the goal of teaching/learning activities and basic competency they will attain.


Main Activities
Exploration:

  • The teacher gives the explanation about the hortatory exposition text.

  • In groups, the students do library study for identifying many kinds of hortatory exposition text text.

  • The teacher asks the students to give examples of hortatory exposition text.


Elaboration :

  • The students listen to the hortatory exposition text by using CD/cassette classically

  • The students discuss the hortatory exposition text heard in pairs.

  • The students discuss the content of the hortatory exposition text they have just heard.

  • The teacher asks the students to answer the questions based on the hortatory exposition text they have just heard individually.

  • Confirmation :

  • The teacher ask the students to review the hortatory exposition text they have learned.

  • The teacher ends the lesson by asking the students to make conclusion.

  • The teacher ask the students to review the hortatory exposition text they have learned.


Closing:

  • The teacher ask the students to make a brief resume about the the hortatory exposition text they have learned.

  • Post Test.







  • Discipline

  • Curious

  • Hard-

working

  • Creative

  • Indepen-

dent

  • Commu-

nicative

10

70


10




  1. EVALUATION

The frame work of evaluation
School Name : SMA N 7 PURWOREJO Class /Program : XI / Science

Subject : English Semester : 2




No.

Basic Competency

Class/sem

Materials

Indicator

Type of test

Number of test


1.

To respond to simple texts accurately, fluently, and acceptably in the genres of narrative, spoof and hortatory exposition in the context of daily life.






XI/2




  • Oral text of narrative




  • Oral text of spoof




  • Oral text of hortatory exposition



The students should be able to :



  • to identify the main idea of hortatory exposition

  • to identify the characters of the story

  • to identify the events in the text

  • to identify the part of the story which is funny

  • to identify the resolution of the story

  • to identify the cases of the text

  • to identify the arguments in the text




- Written

test
- Quiz
- Assign

ment




A, B, C, D, E.


Evaluation:


  1. Listen carefully to your teacher and complete the text!

Once upon time, there was a king of Antah Bearntah Kingdom … (1) Dewi Sekartaji became his wife. To do so, he kidnapped her. … (2), The God Narada saved Dewi Sekartaji by changing her into a golden snail: Keong Emas. The God told Keong Emas to … (3) the river in order to find her husband, Panji Asmoro Bangun.

One day a poor old widow, Mbok Rondo Dadapan, who always fished along the river, found the golden snail and took it home. There, she put the snail in a jar and … (4) it. All of a sudden, unexpected good things took place in Mbok Rondo’s life.

Coming back from her daily fishing, she would find … (5) on the table and the house cleaned. She wondered who had been so nice to take care of her house and to do the cooking. When this went on for several days, she could not … (6) to find out who the mysterious kind person was. So, one day, instead of fishing, she peeped through a hole in the wall of her house.

To her … (7) she saw a beautiful Princess coming out of the jar and starting to clean the house and preparing a meal.

The next day, the same happened. Without wasting any time Mbok Rondo … (8) into the house and smashed the jar. “Homeless” Dewi Sekartaji could not turn back into a snail. She was then adopted by Mbok Rondo.

Meanwhile, Raden Panji Asmoro Bangun, … (9) for his wife, wandered from one village to another, finally reaching Dadapan where he found his beloved. Filled with happiness and love, they went back to their kingdom, …. (10) good Mbok Rondo.


  1. Answer the questions based on the text!

  1. Who was Dewi Sekartaji?

  2. How did the God Narada help Dewi Sekartaji?

  3. What did Mbok Rondo take home from the river?

  4. Who was actually the golden snail?

  5. How did Mbok Rondo know who the golden snail was actually?


  1. Listen carefully to your teacher and complete the text!


THE ABSENT – MINDED PROFESSOR
I once knew a man whose memory was very bad. Richard Rudd was so ... (1) that he sometimes forgot what he was talking about in the middle of a sentence. His wife had to constantly remind him about

his ... (2), his classes even his meals! Since Rudd was a professor at a well-known university, his forgetfulness was often an ... (3). It wasn’t that he was unintelligent, as some critical people tended to gossip. He was just very, very absent-minded.

One hot summer’s day, Professor Rudd decided to take his children to the beach. The seaside town he planned to visit was about ... (4) ride away. To make the trip interesting for his young children, he kept the name of the town a ... (5). Unfortunately, by the time Rudd had arrived at the train station, the poor forgetful man had forgotten the name of his ... (6) himself. Luckily, a friend of his happened to be in the station. He offered ... (7) the children while Rudd went back to find out where he was going.

The professor’s wife was surprised to see him again so soon, but she was ... (8) when she heard what was the matter. She ... (9) his memory, so she wrote the name of the town on a piece of paper. Satisfied that she had solved the problem, she sent her husband off again. Ten minutes later she was ... (10) to him outside the house again. The professor had forgotten where he had left his children.





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