L E S S O N P L A
N
School :
SMPN
Subject :
English
Grade / Semester :
VII / I
Text type :
Essay (Descriptive Text)
Theme : Job and Daily Life
Language skill :
Reading and Speaking
Time Allotment :
4 x 40 minutes
A. Standard Competence
1.
Understanding the meaning in short and simple text, songs, poems, and simple
short essay in descriptive text related to student’s daily life and or
academic context.
2.
Understanding the meaning of short and simple oral text in formal situation in descriptive, songs and poems to
communicate in student’s daily life and or in academic context.
B. Basic Competence
Reading
1.1 Understanding
correctly and efficiently the meaning that expressed explicitly in descriptive
text
1.2 Understanding correctly and efficiently the
meaning that expressed implicitly in descriptive text
Speaking
2.1 Expressing the meaning of short and simple oral language
accurately, fluently, and acceptably in descriptive
text to communicate in formal situation in student’s daily life and or
in academic context.
2.2 Expressing the meaning of short and simple oral
language accurately, fluently, and acceptably in descriptive text to communicate in informal situation in
student’s daily life and or in academic context.
C. Indicators
§ Identifying
various information about descriptive text
§ Identifying
the main idea of descriptive text
§ Identifying various language feature for descriptive
text
§ Identifying the imperative sentences use
in descriptive text
D. Learning Objectives:
At the end of the lesson, the students are
able to:
§ Find the idea of the descriptive text
accurately
§ Find the purpose of the descriptive text accurately
§ Find the generic structure of the
descriptive text accurately
§ Analyze the imperative sentence used in
descriptive text accurately
§
Identify the main idea of descriptive
text accurately
§
Identify the use of language feature in
descriptive text accurately
§ Identify
the structure of descriptive text accurately
§
Explain the meaning of a text accurately
§
Retell the generic structure of
descriptive text accurately
§
Express the various information about
descriptive text
§
Express various language feature for descriptive
feature
E. Materials
·
Descriptive
text
·
Flash
Cards
F. Method/Technique
Cooperative Learning: Three Phase
Technique
G. Teaching Learning Activities
- The 1st Meeting
|
PRE ACTIVITIES
|
|||
|
Teacher’s Activities
|
Students’ Activities
|
Time Allotment
|
|
|
-
Greeting
-
Good morning
-
Asking the
students’ condition
-
How are you?
-
How is life?
-
Checking the
students’ attendance
|
- Responding the greeting
(religious, politeness)
-
Good afternoon
- Responding
-
I’m fine
-
Wonderful
- Reporting the students’ attendance
|
5 min
|
|
|
WHILST
ACTIVITIES
|
|||
|
Ø Pre-Reading
Activities
|
|||
|
Teacher’s Activities
|
Students’ Activities
|
Time Allotment
|
|
|
-
Building the students’
knowledge about descriptive by giving
some questions about descriptive text that the students know.
-
What do you
know about descriptive text?
|
- Answering the teacher’s question (curious)
|
5 min
|
|
|
Ø
Whilst-Reading
Activities
|
|||
|
Teacher’s Activities
|
Students’ Activities
|
Time Allotment
|
|
|
-
Explaining
the definition of descriptive text
-
Explaining the
generic structure of descriptive text
-
Explaining the
use of language feature in descriptive text
-
Giving
an example of a simple descriptive text
-
Asking to the
students to find the main idea and understand the meaning of the text
-
Asking to the
students to work in pairs to identify themain idea of the text
-
Giving the
feed back to the students’ work
|
- Listening to the teacher’s explanation (discipline)
- Listening to the teacher’s explanation (discipline)
- Listening to the teacher’s explanation (discipline)
- Doing the teacher’s command (responsibility,
independent)
- Doing the teacher’s command
(responsibility, cooperative)
-
Doing the
teacher’s command
(responsibility, cooperative)
- Responding the teacher’s feed back
|
55
|
|
|
Ø
Post-Reading
Activity
|
|||
|
Teacher’s Activities
|
Students’ Activities
|
Time Allotment
|
|
|
-
Helping the
students make a conclusion about the topic
|
- Making a conclusion about the topic
|
10 minutes
|
|
|
POST
ACTIVITIES
|
|||
|
Teacher’s Activities
|
Students’ Activities
|
Time Allotment
|
|
|
-
Doing a
reflection about the lesson
-
Giving
homework to the students to by
answering the questions of another
simple descriptive text
-
Closing the
lesson with saying goodbye
|
- Responding the reflection
- Write the homework items given by the teachers
- Answering the teacher’s goodbye
|
5 minutes
|
|
- The 2st Meeting
|
PRE ACTIVITIES
|
|||
|
Teacher’s Activities
|
Students’ Activities
|
Time Allotment
|
|
|
-
Greeting
-
Good afternoon
-
Asking the
students’ condition
-
How are you?
-
How is life?
-
Checking the
students’ attendance
-
Asking the
students to collect the homework
-
Discussing the
homework
|
- Responding the greeting
(religious, politeness)
-
Good afternoon
- Responding
-
I’m fine
-
Wonderful
- Reporting the students’ attendance
- Collecting the homework
- Doing the teacher’s command
|
15 minutes
|
|
|
WHILST ACTIVITIES
|
|||
|
Ø Pre-Speaking
Activities
|
|||
|
Teacher’s Activities
|
Students’ Activities
|
Time Allotment
|
|
|
-
Building the
students’ knowledge by asking whether the students
have difficulties in the last meeting
|
- Answering the teacher’s question (curious)
|
5 minutes
|
|
|
Ø
Whilst-Speaking
Activities
|
|||
|
Teacher’s Activities
|
Students’ Activities
|
Time Allotment
|
|
|
-
Dividing the
class into 2 group and explaining the game using flashcards.
-
Asking the students to mingle
into their friends by playing ‘Yes/No Job Profession’ after showing the
flashcard. This game runs to divide the students in group.
-
Before doing the next activity, the
students are explained about the instructions.
-
Asking one
student both of the group to come and
showing the picture of flashcards
-
Asking the
member to give ‘yes/no question’ to the student who had been shown the
pictures of flashcards
|
- Listening to the teacher’s explanation (discipline)
-Doing the teacher’s command (responsibility,
cooperative)
- Listening to the teacher’s expalanation
- Doing the teacher’s command (responsibility,
cooperative)
- Doing the teacher’s command (responsibility,
cooperative)
|
45 minutes
|
|
|
Ø
Post-Speaking
Activity
|
|||
|
Teacher’s Activities
|
Students’ Activities
|
Time Allotment
|
|
|
-
Helping the
students make a conclusion about the topic
|
- Making a conclusion about the topic
|
10 minutes
|
|
|
POST
ACTIVITIES
|
|||
|
Teacher’s Activities
|
Students’ Activities
|
Time Allotment
|
|
|
-
Doing a reflection
about the lesson
-
Giving
homework to the students to by
answering the questions related to the text
-
Giving the
topic for the next meeting
-
Closing the
lesson with saying goodbye
|
- Responding the reflection
- Write the homework items given by the teachers
- Responding
- Answering the teacher’s goodbye
|
15 minutes
|
|
G. Assessment
·
Reading
|
No
|
Indicators
|
Technique
|
Types
|
Examples
|
|
1.
2.
3.
|
Identifying
various information of the descriptive text
Identifying
the main idea of the descriptive text
Identifying various language
feature for descriptive text
|
Test
Test
Test
|
Multiple Choice
Multiple Choice
Fill in the
blank
|
My Favorite Teacher
There are about
forty teachers in my school. Most of them are kind and helpful. But my
favorite one is Mr. Henry, my English teacher.
Mr. Henry is tall
and slim enough. He is about thirty year old. Mr. Henry is always neatly
dressed. Going to school, he always carriers a briefcase. He uses it to keep
his books and other things.
-What is the text about?
a. My school
b. English teacher
c. My favorite teacher
d. Mr. Henry
-what is the main idea of the second paragraph
on the text?
a. My school
b. English teacher
c. My favorite teacher
d. Mr. Henry
The Green Frog Balloon
I was very glad when I got the
green frog balloon from my friend in my (……..) This balloon is a thing that I
like most, compares with other things that I have gotten from him because of
the shape. It always reminds me of my birthday when he suddenly came to my
boarding house early morning and brought many things in (……….. )As the shape,
frog, it can also produce sounds like a sound of frog. “Kroook, kroook…” I
always put this (…….) in the table next to the calendar. Instead, I always
smile when I see it and, I think, this balloon can attract people to play
with.
|
Scoring Guide = correct
answer X 100
Maximum score
·
Speaking
Scoring Rubric
|
Name
|
Pronunciation
|
Fluency
|
Accuracy
|
Content
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4
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3
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2
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1
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4
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3
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2
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1
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4
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3
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2
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1
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4
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3
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2
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1
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Descriptor
Pronunciation:
4. Excellent, the students pronoun every words
clearly and use the correct intonation and stress.
3. Good, the students have only miss-pronoun in some difficult
words, but correct in intonation and stress
2. Fair, the students have miss-pronoun and
miss-stress, but correct intonation.
1. Poor, the students have problems in
pronouncing, stressing, and intonating the words.
Fluency:
4. Excellent, the voice is clear and expressive. Students
are clearly focus to the emotion and
purpose
3. Good, the voice is clear and understandable
2. Fair, there are many unnecessary pauses in
speaking
1. Poor, the voice is too soft and the spoken
words are too fast.
Accuracy:
4. Excellent, the students use the grammar and
vocabularies correctly
3. Good, the students use the correct grammar
but less vocabulary.
2. Fair, the students have some error in grammar
and less vocabulary.
1. Poor, the students have too many errors both
in grammar and vocabulary.
Content:
4. Excellent, dialog is relevant to the topic
given
3. Good, dialogs is relevant, but misses in the
diction use
2. Fair, dialog is relevant, but the scene is
out of topic
1. Poor, dialog is vague or inappropriate to the
topic.
H. Sources
·
Scaffolding English for Junior High
School Grade VII, 2008, Pusat Pembukuan Departemen Nasional, Joko Pryana,
Riyandi, Anita P. Mumpuni, page 29, 32
·
English In Focus for grade 7, 2008, Pusat
Perbukuan, Departemen Pendidikan Nasional, Artono Wardiman,
Masduki B. Jahur, M. Sukirman Djusma, page 48
·
Pelajaran Bahasa Ingrris kelas VII, 2004, Proyek
peningkatan mutu SLTP Dit. PLP, Ditjen Dikdasmen, Depdiknas, page 26.
·
Pictures from internet.
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