Standard of competency



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MATERIALS :







  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 Narrative texts and spoof text.


Elaboration :

  • The teacher ask the students to learn the monologue text (Narrative text and spoof text).

  • 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 identify the setting in a narrative text and spoof text.

  • The teacher ask the students to identify the complication in a narrative text.

  • The teacher ask the students to identify the happenings in the text.

  • The teacher ask the students to use complex sentences for understanding the content of the stories.

  • The teacher ask the students to practise writing a narrative text and spoof text based on their own topics.


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.

Closing:

  • The teacher ask the students to make a brief resume about the narrative text and 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 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 hortatory exposition texts.


Elaboration :

  • The teacher ask the students to learn the monologue text (hortatory exposition text).

  • 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 identify the cases in the text.

  • The teacher ask the students to identify the arguments in the text.

  • The teacher ask the students to identify the suggestion given in the text.

  • The teacher ask the students to use modal”Should” for identifying the suggestion in the text.

  • The teacher ask the students to identify the purpose of communication of the text.

  • The teacher ask the students to complete the sentences on the hortatory exposition text using the words or phrases available.

  • The teacher ask the students to practise writing a hortatory exposition text based on their own topics.


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.

Closing:

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

  • Post Test.


Non Structured individual assessment:

  • Producing texts of Narrative, spoof and Hortatory Exposition by applying the correct and appropriate structure using their own words and topics




  • 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.

12.2. To express meanings and steps of rhetorical essays in accurate, fluent, and acceptable way using written style in the context of daily life in

the genres of narrative, spoof and hortatory exposition




XI/2




  • A written text of narrative




  • A written text of spoof




  • A written text of hortatory exposition




  • Complex sentences




  • Modals



Students are able:

  • To apply past continuous for writing spoof

  • To use complex sentences for writing stories

  • To use modal “should” for

writing suggestion in hortatory exposition text

  • To produce a text of spoof by demonstrating the ability to write clearly, accurately, and effectively for a particular purpose or audience.


  • To produce a narrative text by demonstrating the ability to write clearly, accurately, and effectively for a particular purpose or audience

  • To produce a text of hortatory exposition by

demonstrating the ability to write clearly, accurately, and effectively for a particular purpose or audience

- Written

test
- Assign

ment




A, B, C, D, E,F


Evaluation:


  1. Change the verbs in brackets into their appropriate forms. Use the Past Continuos tense or Past Tense!

  1. While Vita (watch) TV, her brother (read) a magazine.

  2. Vito (listen) to the radio when the phone (ring).

  3. Peter Pan (sing) when the audience (shout) its name.

  4. I (water) the flower when Ronald (arive).

  5. Rio (fix) his bicycle when it (begin) to rain.

  6. While Rosa (browse) on the internet, the lamp (go) off.

  7. While the train (move), Geoge (get) off.

  8. I (find) the key while I (move) the furniture.

  9. The child (wake up) while the babysitter (sleep).

  10. While Ms. Linda (type) letters, Ms. Mirna (do) the bookkeeping.




  1. Combine the sentences using “until”!

  1. The police arrived. Before that, the situation was out of control.

  2. We can’t leave this place yet. We have to wait for Nancy.

  3. Tell me the story, or I will never leave this house.

  4. The dinner is not ready for a while; I think we should just sit here by the fire.

  5. I usually read when I go to bed. I can get sleepy after some minutes.




  1. Write sentences using “as soon as” or “once’ based on the following situations!

    1. The car engine stopped. Then the car exploded loudly. (once)

    2. The man went out of the house. Immediately, the house was on fire. (as soon as)

    3. The baby’s loud cry could be heard from here. A second before that, the mother cried loudly in the room. (as soon as)

    4. The commander said, “Fire!!” Immediately, the soldiers destroyed the military camps of US army in the China. (once)

    5. Lola got to the museum. The exhibition had ended. (by the time)




  1. Complete the sentences using would, could, should, or might !

  1. When I was a kid, I . . . always go to the beach not far from my house.

  2. Rosa can’t find Vita in the classroom at the second break. She . . . be in the library.

  3. Drivers . . . pay attention to the speed limit.

  4. My father . . . run ten miles in his twenties.

  5. When Hilda was a student, she . . . always do her homework well.

  6. People with high cholesterol level . . . eat low fat foods.

  7. I . . . rather study Math than play chess.

  8. . . . you accompany me to go to the mall?

  9. You . . . spend your vacation in Puncak.

  10. Every time Vita visited me, she . . . bring me a lot of apples and pears.



  1. Combine the following ideas by using therefore, consequently and hence.

Make a good punctuation.

  1. There are only few jobs provided in the rural areas. Many young citizens go to the big cities. (therefore – use a period)

  2. The exam will come soon. You should study more intensively. (consequently – use a semicolon)

  3. They don’t go to school. They don’t have enough money to pay for the school fee and the expensive books. (hence – use a period)

  4. The government should build a new market place for the traders. The old market cannot accomodate the big number of traders there. (therefore – use a semicolon)

  5. Their houses are flooded with mud produced from the Lapindo drilling sources. The citizens have become frustrated. (consequently – use a period)




  1. 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 hortatory exposition: thesis, arguments, recommendation. Decide the title of the text first.
Thesis: Try to state your main idea ( a sentence) which contains your issue.
Note: Your thesis is your position or point of view.

    • Thesis is the author’s point of view (stated in the introduction) toward the problem.

    • Introduction also covers the preview of arguments which will be given.




    1. See the examples of thesis of hortatory exposition (in the previous activities). Write one or two first sentence of thesis for your sample in the given space. Then, write the parts of speech under the words / phrases to help you understand the structure.

(1) ...

(2) ..
b. Analyze in detail the structure of the sample sentence. What tense is used?

Are there any verbs and to be? Is there any negative sentence?
c. Practice writing your first sentence of thesis (maybe the teacher gives the Indonesian and you translate it into English before you create your own ideas).

Arguments: State your reason for concern and explain what you mean.

Your arguments will lead to a recommendation.
Note: A series of arguments to convince the audience:


    • Use generalizations or good reasons to support the argument.

    • Use evidence to prove the generalization or support the reasons (research report,

Expert opinions, testimony quotes, etc.)

    • Show the cause and effect relationship (using because, so, consequently, cause, since,

etc.)


    1. See the examples of two sentences of arguments in hortatory exposition (in the previous activities). Then, write the parts of speech under the words / phrases to help you understand the structure.

(1) ...

(2) ...
b. Analyze in detail the structure of the sample sentence: the tense, parts of speech,

etc.
c. Practice writing your own sentences of arguments (maybe the teacher gives the Indonesian and you translate it into English before you create your own ideas). Write two or three sentences to state your arguments.
Recommendation: State what should or should not happen or be done based on your

arguments.

a. See the examples of recommendation of a hortatory exposition. Write two sentences. Then, write the parts of speech.

(1) ...

(2) ...
b. Analyze in detail the structure of the sample sentences. What tenses are used? Are



there any verbs or to be? Is there any negative sentence? How is it made?
c. Practice writing your own sentences of recommendation (maybe the teacher gives the Indonesian and you translate it into English before you create your own ideas).



  1. 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 hortatory exposition text in written language. The teacher will assess your achievement here.



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.


E.

F.

The students are asked to change the verbs in brackets into their appropriate forms (tenses).
The students are asked to combine the sentences using “until”.
The students are asked to write sentences using “as soon as” or “once’ based on the following situations.
The students are asked to complete the sentences using would, could, should, or might .
The students are asked to combine theideas by using therefore, consequently and hence.

The students are asked to produce the text in the form of hortatory exposition text.



10

5


5

10

5



15




Marks = score gotten X 2






  1. SOURCE / MATERIAL / TEACHING AID

- Cassettes

- CD

- The bridge English Competence 2 English for SMA 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
School Name : SMA N 7 PURWOREJO

Subject : English

Class / Program : XII / Science

Semester : 2

Year : 2012 / 2013

Time Allocated : 2 x 45 ‘



I. STANDARD OF COMPETENCY :
Writing

To express meanings in short, simple, functional essays in the genres of narrative in the context of daily life and to access sciences


II. BASIC COMPETENCY :

To express meanings and steps of rhetorical essays in accurate, fluent, and acceptable way using written style in the context of daily life in the genres of narrative.




  1. INDICATORS :

  • To identify the function of Present Participle

  • To identify the function of Past Participle

  • to use present participle for writing Narratives or stories

  • to use past participle for writing Narratives or stories.

  • to produce a story/narrative text

  • To do university entrance test which relates to present participle.

  • To do university entrance test which relates to past participle.




  1. GOAL OF TEACHING/LEARNING ACTIVITIES :

Students are able:

  • To identify the function of Present Participle

  • To identify the function of Past Participle

  • to use present participle for writing Narratives or stories

  • to use past participle for writing Narratives or stories.

  • to produce a story/narrative text

  • To do university entrance test which relates to present participle.

  • To do university entrance test which relates to past participle.




  1. MATERIALS :




  1. PRESENT PARTICIPLE (Verb + ING)

Present participle adalah Verb dalam bentuk ING.



Bentuknya sama dengan Gerund. Yang membedakan adalah fungsi dalam kalimat.
Present Participle dalam kalimat:

  1. Present Participle sebagai Predicate dalam Continous Tense.

He is swimming now.

He was swimming when I called him.

He will he swimming at 9 tomorrow morning.


  1. Present Participle as Adjective artinya me-...

The story is interesting. (Ceritanya menarik)

The film is boring.

The journey is very tiring.


Biasanya pemakaian dalam soal dikontraskan dengan Past Participle / Verb III yang berarti ter / di.
Present Participle yang artinya me . . . Past Participle yang artinya ter / di . . .

Boring = membosankan Bored = bosan

Tiring = melelahkan Tired = lelah

Exciting = mengasikkan Excited = asyik


  1. Present Participle as .Noun Modifier menerangkan kata benda.

Lctaknya bisa diawal kata benda yang diterangkan atau dibelakang benda.
The smiling girl is Rina. It means The girl who is smiling is Rina.

The walking man is Mr. Agus. It means The man who is walking is Mr. Agus.

The girl smiling at me is Rina. It means the girls who is smiling at me is Rina.

The man walking here is Mr. Agus. It means The man who is walking is Mr. Agus.


  1. Present Participle as Clause Modifier menerangkan anak kalimat.

Ada yang berarti when, because, dan after.
When:

Walking home, I met Rina.

= When I was walking home I met Rina.

Driving to office, we saw an accident.

= When we were driving to office. we saw an accident.
Because:

Being a student, he must study hard.

Because he is a student., he must study hard.

Wanting to help his parents, he works so hard.

Because he wants to help his parents, he works so hard.
After = Having + Verb III:

Having done the test, he went out.

= After he had done the test, he went out.

Having saved million dollars, he went around the world.

= After he had saved million dollars, he went around the world.



  1. Present Participle after Verb of Sense:

See Find


Watch Smell

Notice Feel

Observe Hear

Look Listen

catch
Contoh:



I saw him playing billiards.

We caught them stealing the important document.

I heard her singing "Mahadewi".


  1. PAST PARTICIPLE (Verb III)

Past Participle dalam kalimat:




  1. Past Participle as Predicate in Perfect. (setelah have / has / had) He hcs got a job.

They tiave built a new house.

I had done my homework before I went to bed.


  1. Past l'articiple as Adjective artinya yang ter / yang di / passive.

We are so surprised. The news is surprising

l am bored (bosan). Thc story is borin,g (membosankan)

We are disappointed. .It is disappointing.


  1. Past Participle used in Passive.(digunakan di pasif)

Cirinya setelah To Be. Rumusnya: To Be + Kata kerja III
The book is written by Mangun Wijaya

The class has been cleaned by them


  1. Past Participle as Noun Modifier (mcncrangkan kata benda) The 1:roken vase can't be used anymore.

They throw away the worn-out clothes.

The torn part of the clothes can't be sewed..
Contoh Past Participle yang letanya didepan noun:

The broken vase (fas yang rusak)

Worn out clothes (baju usang / terpakai lama)

The torn part (bagian yang terobek)
Contoh Past Participle yang letaknya dibelakang noun:

The book written by M.H. Ainun Najib is good.

Artinya The book which is written (buku yang ditulis M.H. Ainun Najib).

The cake made by mom is delicious.

The cake which is made by mom (roti yang dibuat oleh Ibu).


  1. Past Participle as Clause Modifier (menjelaskan anak kalimat)

Artinya:

  • when / if

  • because

Contoh:


Compared to his friends, Anto is taller.

= When Anto is compared to his friends, Anto is taller.
Situated in good place, the shop attracts so many customers.

= Because the shop is situated in good place
Annoyed by 5 hours delay, Anto wrote a letter to the air line.

= Because Anto is annoyed by 5 hours delay




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