Standard of competency



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TEACHING METHOD




  • Demonstration

  • Practice

  • Assignment




  1. TEACHING / LEARNING ACTIVITIES :




Lesson

Teaching Activities

Core

Value


Time

(minutes)





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 spoof Text.

  • The teacher gives the explanation about the narrative Text.




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

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


Elaboration :

  • The teacher ask the students to practice the monologue text (spoof text) with good pronunciation.

  • The teacher ask the students to discuss the content of the text in pairs.




  • The teacher ask the students to discuss the grammatical features of the text in groups.

  • The teacher ask the students to answer the questions based on the

Text they have just practiced.

  • The teacher ask the students to practice the monologue text (narrative text) with good pronunciation.

  • The teacher ask the students to discuss the content of the text in pairs.

  • The teacher ask the students to discuss the grammatical features of the text in groups.

  • The teacher ask the students to answer the questions based on the

Text they have just practiced.
Confirmation :

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

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

Closing:

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

  • Post Test







  • Discipline

  • Curious

  • Hard-

working

  • Creative

  • Indepen-

dent

  • Commu-

nicative

10

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 short functional text (Banner, poster, and pamphlet).

  • In groups, the students do library study for identifying many kinds of short functional text (Banner, poster, and pamphlet).

  • The teacher asks the students to give examples of short functional text (Banner, poster, and pamphlet) used in certain situations.

  • 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.

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


Elaboration :

  • The students discuss the short functional text (Banner, poster, and pamphlet) in pairs.

  • The students discuss the content of the short functional text (Banner, poster, and pamphlet).

  • The teacher asks the students to make the short functional text (Banner, poster, and pamphlet ) based on the situation given in pairs.

  • The teacher ask the students to practice the monologue text (hortatory exposition text) with good pronunciation.

  • The teacher ask the students to discuss the content of the text in pairs.

  • The teacher ask the students to discuss the grammatical features of the text in groups.

  • The teacher ask the students to answer the questions based on the

Text they have just practiced.

Confirmation :

  • The teacher ask the students to review the short functional text (Banner, poster, and pamphlet).

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

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

Closing:

  • The teacher ask the students to make a brief resume about the short functional text (Banner, poster, and pamphlet) and hortatory exposition they have learned.

  • Post Test


Structured assessment:

  • Producing a 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 : XI / Science

Subject : English Semester : 2




No.

Basic Competency

Class/sem

Materials

Indicator

Type of test

Number of test


1.

To respond to an idea in a short functional written text (e.g. banner, poster, pamphlet, etc.) both formally and informally in accurate, fluent, and acceptable way, in the context of daily life.





XI/2

Genres : Spoof, narrative and hortatory exposition text.


Short functional texts: Banner, poster, and pamphlet.



Students are able:

  • to read aloud a written text with the correct pronunciation and intonation

  • to identify the topic of the text

  • to identify certain information of banner, poster and pamphlet



- Written

test
- Assign

ment




A, B, C, D, E



Evaluation:


  1. Read the text aloud with good pronunciation and intonation!


Fred’s Note

Ol’ Fred had been a religious man who was in the hospital, near death. The family called their preacher to stand with them. As the preacher stood next to the bed, Ol’ Fred’s condition appeared to deteriorate and he motioned frantically for something to write on.

The preacher lovingly handed him a pen and a piece of paper, and Ol’ Fred used his last bit of energy to scribble a note, then he died. The preacher thought it best not to look at the note at that time, so he placed it in his jacket pocket.

At the funeral, when he was finishing giving the religious message, he realized that he was wearing the same jacket that he was wearing when Ol’ Fred died.

He said, “You know, Ol’ Fred handed me a note just before he died. I haven’t looked at it, but knowing Fred, I’m sure there’s a word of insoiration there for us all.”

He opened the note, and read out loud, “Hey, you’re standing on my oxygen tube?”




  • Work together to answer the following questions based on the spoof above. Then discuss

them with the class!

  1. How was Fred’s condition in the hospital?

  2. Had the preacher ever read the note before the funeral?

  3. What actually caused the death of Fred in the hospital?

  4. What is funny in the story?

  5. What might happen after the note was read?




  1. Read the text aloud with good pronunciation and intonation!


The Story of the smart Parrot
A man in Puerto Rico had a wonderful parrot. There was no other parrot like him.

He was very smart. This parrot would say any word except one. He would not say the name of the town where he was born. The name of the town was Catano.

The man tried to teach the parrot to say Catano. But the bird would not say the word. At first the man was very nice, but then he got angry. “You are a stupid bird! Why can’t you say the word? Say Catano, or I will kill you!” but the parrot would not say it. Then the man got so angry that he shouted over and over, “Say Catano, or I’ll kill you!” but the bird wouldn’t talk.

One day after trying for many hours to make the bird say Catano, the man got very angry. He picked up the bird and trew him into the chicken house. “You are more stupid than the chickens. Soon I will eat them, and I will eat you, too.”

In the chicken house there are four old chickens. They were for Sunday”s dinner. The man put the parrot in the chicken house and left.

The next day the man came back to the chicken house. He opened the door and stopped. He was very surprised at what he saw!

He saw three dead chickens on the floor. The parrot was screaming at the fourth chicken, “Say Catano, or I’ll kill you!”



  • Work together to answer the following questions based on the narrative text above.

Then discuss them with the class!


  1. What is the main character of the story?

  2. What word couldn’t be said by the parrot?

  3. Why did the man get so angry at the parrot?

  4. “The parrot was screaming at the fourth chickens.

What does the underlined word mean?

  1. How many parrots did the man have.




  1. Read the text aloud with good pronunciation and intonation!


Integrated Pest Management
There is no one best way to deal with pests in agriculture. Pesticides are commonly used, but this may cause many problems. That’s why I feel that combining different management operation is the most effective way to control pests.

The chemicals in pesticides may build as residues in the environment. This reduces the quality of farm produce. As well, pests can gradually become resistant to pesticides. This means the newer and sometimes stronger ones have to be developed.

Some pesticides affect non target animals such as fish and bees. This affects the natural balance. Also aiming to completely wipe out agricultural pests may be very expensive. Sometimes pests damage costs less than the method of control.

Understanding the ecology of the area helps a lot in pest control. Natural enemies can be used to control a pest. Pesticides that don’t affect the natural enemies would be chosen. Therefore, I think integrated pest management is a safe and more effective option in agriculture.

(Taken from www.Impc. edu.au)



  • Work together to answer the following questions based on the hortatory exposition text above. Then discuss them with the class!




  1. What problems can be caused by pesticides?

  2. What is the most effective way to control pests?

  3. Why is it important to understand the ecology of the area?

  4. According to the text, what kind of pesticides that should be chosen?

  5. Find another suitable title for the text above.




  1. Look at the following brochure. Answer the questions!


EFFECTIVE MICRO-ORGANISMS 4 (EM-4)

ORGANIC FERMENTATION BACTERIA


TO INCREASE
CATTLE PRODUCTIVITY
EM-4 is a micture of micro-organisms that gives the benefit for cattle growth and product.
usage:

  1. decrease smell pollution.

  2. balance mutual micro-organisms.

  3. increase quality and quantity of cattle product.


How to use:

  1. To get the satisfying result, dissolve 1 cc EM-4

per liter water every day.

  1. Spray on the floor, wall and manure, 1cc EM-4

per liter water every week.





Agent: PT Songgolangit Persada, Jakarta

Distributor: Jl Ki Hajar Dewantara 46 Jakarta. Ph. (021) 7864529



Questions:

  1. What is the brochure about?

  2. What is EM-4 according to the brochure?

  3. What is the usage of EM-4?

  4. What is the right procedures to use EM -4?

  5. Where can you buy EM-4?


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

Subject : English Year : 2011/2012

Type of Test : written


No.

Criteria

Score

A.

B.


C.

D.




The students are asked to read the text and answer the questions based on the spoof text.


The students are asked to read the text and answer the questions based on the narrative text.
The students are asked to read the text and answer the questions based on the hortatory exposition text.
The students are asked to look at the brochure and answer the questions.



10

10

10


10




Marks = score gotten X 2,5







  1. SOURCE / MATERIAL / TEACHING AID

- Cassettes

- CD

- English Alive 2 for Senior High School grade XI – Yudhistira



- English Student Worksheet

Approved by the headmaster, Purworejo, January 2 , 2012


Subject teacher,

Padmo Sukoco,M.Pd Dra. Rahmi Bekti Utami

CSN 19640718 198703 1 010 CSN. 19620529 198903 2 003

LESSON PLAN 10
School Name : SMA N 7 PURWOREJO

Subject : English

Class / Program : XI / Science

Semester : 2

Year : 2012 / 2013

Time Allocated : 4 x 45 ‘





  1. STANDARD OF COMPETENCY :


Writing

To express an idea in a short functional written text in the genre of narrative, spoof and hortatory exposition in the context of daily life.




  1. BASIC COMPETENCY :

To express an idea in a short functional written text (e.g. banner, poster, pamphlet, etc.) both formally and informally in accurate, fluent, and acceptable way, in the context of daily life



  1. INDICATORS:

  • to use structure, vocabularies, punctuation, spelling, and writing rules accurately

  • to write the main ideas

  • to elaborate the main ideas

  • to make drafts, to revise, and to edit

  • to produce banner, poster, or pamphlet




  1. GOAL OF TEACHING/LEARNING ACTIVITIES :

Students are able:

  • to use structure, vocabularies, punctuation, spelling, and writing rules accurately

  • to write the main ideas

  • to elaborate the main ideas

  • to make drafts, to revise, and to edit

  • to produce banner, poster, or pamphlet




  1. MATERIALS :

  • Genre : Spoof

  • Short functional texts : Banner, Poster and Pamphlet




  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 spoof Text.

  • In groups, the students do library study for identifying many kinds of Spoof Text.

  • The teacher asks the students to give examples of spoof Text.

Elaboration :

  • The teacher ask the students to read the spoof text.

  • The teacher ask the students to pay attention to the structure, vocabularies, punctuation, spelling, and writing rule of the spoof text accurately.




  • The teacher ask the students to produce the text by deciding the title of the story first.

  • The teacher ask the students to practice creating simple sentences related to the sentence patterns used in the generic structure components of a spoof: orientation, events, and twist.

  • The teacher ask the students to write and elaborate the main idea of each paragraph.

  • The teacher ask the students to work independently to

produce written spoof text individually.

Confirmation :

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

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


Closing:

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

  • Post Test







  • Discipline

  • Curious

  • Hard-

working

  • Creative

  • Indepen-

dent

  • Commu-

nicative


10


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 short functional text (Banner, poster, and pamphlet).

  • In groups, the students do library study for identifying many kinds of short functional text (Banner, poster, and pamphlet).

  • The teacher asks the students to give examples of short functional text (Banner, poster, and pamphlet) used in certain situations.


Elaboration :

  • The teacher asks the students to look at the leaflet showed by the teacher.

  • The teacher asks the students to give information about the purpose of the leaflet showed.

  • The teacher asks the students to prepare a sheet of paper for making a leaflet based on any situation they like best.


Confirmation :

  • The teacher ask the students to review the short functional text (Banner, poster, and pamphlet).

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

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

Closing:

  • The teacher ask the students to make a brief resume about the short functional text (Banner, poster, and pamphlet) and hortatory exposition 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 express an idea in a short functional written text (e.g. banner, poster, pamphlet, etc.) both formally and informally in accurate, fluent, and acceptable way, in the context of daily life






XI/2

Genres : Spoof


Short functional texts: Banner, poster, and pamphlet.



Students are able:

  • to use structure, vocabularies, punctuation, spelling, and writing rules accurately

  • to write the main ideas

  • to elaborate the main ideas

  • to make drafts, to revise, and to edit

  • to produce banner, poster, or pamphlet



- Written

test
- Assign

ment




A, B, C, D, E



Evaluation:


  1. Read this spoof text, pay attention to the structure, vocabularies, punctuation, spelling, and writing rule accurately!


Buying a Bracelet
A rich man and his wife went into a shop to buy a bracelet. Both of them were not very young.

They looked a lot of beautiful bracelets, and after half an hour there were two which they liked very much, but they had not yet been able to choose between them. One of them was very expensive, and the other was quite a lot cheaper.

Of course, the shopkeeper wanted to sell them the more expensive one, because he would then get more money from them. So he said to the lady, “Oh, go on. Spend his money. If you don’t, he will only spend it for his second wife.”

For several seconds nobody said a word until the lady said angrily, “I am his second wife.”





  • Exercise:

This part is really important to help students produce the text. You will practice creating simple sentences related to the sentence patterns used in the generic structure components of a spoof: orientation, events, and twist. Decide the title of your story first.
The title of your story: ...
Orientation: How you can set the scene and introduces the participants (characters)

of the story.


    1. See the examples of the orientation of a spoof (in the previous activities). Write

one sentence of orientation as your sample in the given space. Then write the part of speech under the words / phrases to help you understand the structure.


b. Analyze in detail the structure of the sample sentence. What tense is used?

Are there any verbs and to be? How is it made?

Sentence pattern of the orientation: ...


c. Practice writing your own sentences of orientation (maybe the teacher gives the

Indonesia and you translate it into English before you create your own ideas).

(1) ...


(2) ...
Events: You tell the events chronologically.
a. See the examples of the events of a spoof (find in the previous activities). Write

two sentences of events in a spoof. Then write the parts of speech.

(1) (event 1) ...

(2) (event 2) ...


b. Analyze in detail the structure of the sample sentences: the tense, parts of speech,

etc.
c. Practice writing your own sentences of the events. Write two sentences of events

of your spoof.

(1) ...


(2) ...

Twist: the humorous part is usually put at the end of the story.
a. See the examples of twist of a spoof (find in the previous activities). Write one

sentence. Then write the parts of speech.

(1) ...
b. Analyze in detail the structure of the sample sentences. What tenses are used?

Are there any verbs and to be? Is there any negative sentence? How is it made?

Sentence pattern: ...
c. Practice writing your own sentences of twist (maybe the teacher gives the Indonesian and you translate it into English for number 1 and you create your own for number 2).

(1) ...


(2) ...



  • You will have to produce the type of the text individually. Work independently to

produce written text. In this stage, you will practice writing individually. Each of you

should have been capable of producing a spoof text in written language. The teacher



will assess your achievement here.


  1. Look at the following leaflet. What is the purpose of the text?








  1. Avoid using any type of tobacco product.

  2. Get regular exercises.

  3. Eat a healthy diet.

  4. Determine your risk for certain health problems.

  5. Measure your height, weight, cholesterol levels and blood pressure.

  6. Order test to check your general health or to find certain diseases.






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