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RPP Bahasa Inggris Kelas XI

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					                                                                Form. 12 / IK. 7.1.1


                                 Learning Application Plan

                         Subject                   : English
                         Class/ Semester           : XI / 1
                         Unit                      :I
                         Topic                     : Whales
                         Time Allowed              : 2 x 45’

1. Standard of Competence:
    Listening
    2. Understanding a meaning in monolog text using spoken language variety
        accurately, fluently and acceptably in the context of daily life in form of
        narrative, report and analytical exposition text.
2. Basic Competence :
     2.2.Responding to a meaning in monolog text using spoken language variety
          accurately, fluently and acceptably in the context of daily life in form of
          report, narrative and analytical exposition text.
3. Indicator        :
      a. to identify the main idea of report text
      b. to identify the characteristic of thing/person
4. Purpose          :
     In the end of learning, the students are able to:
     - to identify the characteristic of Kangaroo
5. Learning material :
     Monolog of Report text
6. Learning Method:
   Question and answer
    Discussion
    Three phases techniques

7. Learning Strategy :
    No Activities                                                Time allowed
   1    Pre                                                             5’
            - Greeting and checking the students
            - Motivating the students
   2.   Whilst                                                          75’
        Building knowledge of fields
            - Answering the questions orally
        Modeling of text
           - Listening to the text through tape
                recorder
           - Identifying words/phrases taken from
                the text
           - Identifying structure taken from
               the text
           - Identifying the communicative purpose
              of the text
        Joint Construction of the text
            - Completing the report text
        Independent Construction of the text
            - Answering the questions based on the text
                  orally
   3.    Post                                                           10’
           - Giving the opportunity to the students
                to express their difficulty during the
                learning process
        Structural Instructions :
         Giving assignment by listening to the text
             related to the topic individually.
          Non structural self activity :
           Reporting the result in front of the class.



8. Assessment/ Score :

         Indicator                     Techniques                    Form                Instrument
 a. to identify the main
    idea of report text
 b. to identify the              Paper and pen test          Short answer                enclosed
    characteristic of
    thing/person


Scoring Tables
 No      Name of student             Number of          Number of          Total score     Remarks
                                      correct            incorrect
   1
   2
   3
   4


9. Learning Source :
     a. Source/ Media : Look Ahead, Erlangga. Grade XI
                              Tape Recorder and Cassette
     b. Instrument          : - Incomplete paragraph
                              - A set of questions

I. Listen to the tape recorder and complete the text
            Whales are 1 .... mammals. They therefore breathe 2 ..... but cannot survive on
land. Some species are very large 3..... and blue whale, which can exceed 30 cm in .4...., is
the largest animal to have lived on earth. Superficially, the whale looks rather like a fish,
but there are important differences in its 5 ..... structure: its 6.... consists of a pair of broad,
flat, horizontal 7 ..... (the tail of a fish is vertical) and it has a single 8.... on top of its large,
broad head. The skin is 9 .... and shiny and beneath it lies a layer of fat (blubber). This is up
to 30 cm in 10..... and serves to conserve heat and body fluids.

II. Answer these questions
     1. What group of animals do whales belong to?
     2. How long is the whale’s body?
     3. Why can’t whales survive on land for a long time although they breathe air?
     4. What are the differences between whales and fish? Report it in front of the class.


        Whales                                             Fish
        a. Whales are warm blooded                         a. Fish are cold blooded
        b._____________________                            b.____________________
        c._____________________                            c.____________________
        d._____________________                            d.____________________
                               Learning Application Plan           Form 12 / IK. 7.1.1
                                 Subject                  : English
                                 Class/Semester           : XI/ 1
                                 Unit                     :1
                                 Topic                    : Expressing ‘Warning’
                                 Time allowed             : 2 x 45’
1. Standard of Competence :
   Speaking
   3. Expressing a meaning in transactional and interpersonal discourse, formal and
sustained
      in the context of daily life.
2. Basic Competence
   3.2 Expressing a meaning in transactional (to get things done) and interpersonal
       (to socialize) for both formal and sustainable by using spoken language variety
       accurately, fluently and acceptably in the context of daily life and involves speech
       act of giving advice, warning, accepting a request and expressing relief, pain and
       pleasure.
3. Indicator
      Using the speech act of warning
      Responding the speech act of warning
4. Learning Purpose
      Using the speech act of warning
      Responding the speech act of warning
5. Learning Material
   Expressions of Warning
6. Learning Method
   - Discussion
   - Performance
7. Learning Activity
   1. Pre : 5’
      Teacher :
      Greeting and checking the students.
      Showing the picture related to the topic.
      Asking the students some questions related to the pictures
   2. Whilst : 40’
       Students :
      Studying the expressions of warning
      Expressing warning with good pronunciation led by the teacher.
      Doing the exercise in pairs.
      Discussing the answers with the whole class.
    3. Post : 45’
       Students :
      Making some expressions of warning and their pictures.
      Reporting the result in front of the class
      Expressing the difficulty during the learning process.
        Stuctural Instructions.
        Giving assignment by making with their own situations.
       Non structural self activity:
       Acting out the dialog in front of the class.

8. Assessment
       Indicator              Techniques                   Form              Instrument
   Using the speech
        act of warning.
       Responding      the Paper and pen test      Short answer            enclosed
        speech act of Performance                   Picture
        warning





                                       Aspect of Assessment
     No        Name of student         Content          fluency       pronunciation       Score
      1
      2
      3
      4

    9. Source : Look Ahead, Erlangga Grade XI

    - Enclosure
     Instrument
    B. Where would you expect to see these warnings?

                     Warning                                       Situation
     1. Watch your step, please.                 a. Your sister has just learned how
                                                    to swim.
     2. Keep swimming near the seashore.         b. Your friend is cheating during the
                                                    test.
     3. Beware of the pickpockets.               c. Someone is standing in the middle
                                                    of the street.
     4. Be careful or the teacher will catch     d. In a crowded supermarket.
        you.
     5. Look out! A car is behind you.           e. Your grandma is standing on an
                                                    escalator

    C. Supply the warnings for the following situations. Number one has been done
       for you.
    1. The bus driver is driving the bus in a high speed. All the frightened.
       Please be careful. The road is slippery. You are endangering everyone’s life
       in this bus.
    2. Your bicycle’s brake suddenly does not work. You are riding on it and there are
       several people in front on you.
       _____________________________________________________________
    3. You have just mopped the floors. Your mother is walking on the west floors.
       _____________________________________________________________
    4. Your maid is cleaning an expensive Chinese porcelain ceramic.
       _____________________________________________________________
    5. Your sister is a sensitive girl. Someone is going to talk about a serious matter
       to her.
      ______________________________________________________________

    D. Make the expressions of Warning and perform in front of the class

    - Answer Key

    B. 1. e         2. a             3. d           4. b            5. c
    C. Students’answer
    D. Students’s answer
                                                                Form 12 / IK. 7.1.1
                                    Lesson Plan

                       Subject               : English
                       Class/Semester        : XI/ 1
                       Unit                  :1
                       Topic                 : Expressing ‘Giving advice’
                       Time allowed : 2 x 45’

1. Standard of Competence :
   Speaking
   3. Expressing a meaning in transactional and interpersonal discourse, formal and
sustained
      in the context of daily life.
2. Basic Competence
   3.2 Expressing a meaning in transactional (to get things done) and
   interpersonal (to socialize) for both formal and sustainable by using spoken language
   variety accurately, fluently and acceptably in the context of daily life and involves
speech
   act of giving advice, warning, accepting a request and expressing relief, pain and
pleasure.
3. Indicator
      Using the speech act of asking for and offering advice
      Responding the speech act of asking for and offering advice
4. Learning Purpose
      Using the speech act of asking for and offering advice
      Responding the speech act of asking for and offering advice
5. Learning Material
   Expressions of advice
6. Learning Method
   - Discussion
   - Performance
7. Learning Activity
   1. Pre : 5’
      Teacher :
      Greeting and checking the students.
      Asking the students to express their own problem
      asking the students to offer the advice to their friends’ problem
   2. Whilst : 70’
       Students :
      Studying the expressions of advice
      Expressing warning with good pronunciation led by the teacher.
      Making the dialog based on their own problem.
      Performing their dialog in pairs in front of the class.
    3. Post : 15’
       Students :
      Expressing the difficulty during the learning process.
      Stuctural Instructions.
      Giving assignment by making with their own situations.
       Non structural self activity:
      Acting out the dialog in front of the class.

8. Assessment
       Indicator          Techniques                  Form             Instrument
   Using the speech
    act of advice
   Responding    the Paper and pen test       Short answer           enclosed
       speech    act      of Performance          Dialog
       advice





    Aspect of Assessment
     No         Name of student    Content            fluency     pronunciation    Score
       1
       2
       3
       4
    9. Source : Look Ahead, Erlangga Grade XI

    Intrument :
    Do the following task
       1. Take a piece of paper
       2. Write on the paper about a problem you have now ( and ask for your friend’s
            suggestion/ advice)
       3. Exchange your paper with another student next tou you.
       4. Now, each student writes a suggestion/advice/recommendation of your friend ‘s
            problem on another piece of paper.
       5. Use the expressions of offering suggestion/advice/recommendation you have
            learned.
       6. In pairs, make a short dialog. Your partner will answer based on the
            suggestion/advice/recommendation written on your paper.
       7. Give response to your friend’s suggestion/advice/recommendation written on your
            paper



    - Answer Key
      Students’s answer
                                                                 Form 12/ IK. 7.1.1


                               Learning Application Plan

                                  Subject                   : English
                                  Class/Semester            : XI/ 1
                                  Unit                      :I
                                  Topic                     : Reading ‘Report Text :
                                  Time Allowed              : 2 x 45’
1. Standard of Competence :
   Reading
  5. Understanding to a meaning of short functional text and simple essay in form of
      report, narrative analytical exposition text in the context of daily life to access
      sciences.
2. Basic Competence :
   5.2 Responding to a meaning and rhetorical step in essay using written language
        variety accurately, fluently and acceptably in the context of daily life.
3. Indicator               :
   a. to identify the meaning of the words in the reading text.
   b. to identify the characteristics of thing/person in the text.
   c. to identify the rhetorical step of the text
  d. to identify the communicative purpose of the text
4. Purpose                 :
     In the end of learning Process, the students are able to :
     a. to identify the sense of the words in the text
     b. to identify the characteristics of thing/person in the t
     c. to identify the rhetorical step of the text
     d. to identify the communicative purpose of the text
5. Learning Material :
   Report text
6 Learning Method :
    Question and answer
    Discussion
    Three Phases techniques

7. Learning Strategy
   Pre : 5’
      Greeting and checking the students’ attendance.
      Motivating the students to speak English.
     Whilst : 70’
      Answering the questions related to the text.
      Reading the text in aloud in turns led by the teacher.
      Discussing any aspect related to the text such as the structure and language
        features etc.
      Discussing the answers in pairs.
      Discussing the answers with the whole class led by the teacher.
     Post
      Giving the assignment related to the topics.
      Giving the opportunity to express their difficulty during the learning process.
    Structural Instructions :
      Giving assignment by reading the text related to the topic.
    Non Structural self Activity :
      Reading aluod the text related to the topics in front of the class.
8. Assessment :
               Indicator                          Techniques                    Form              Instrument
 a. to identify the meaning
   of the words in the text.
 b. to identify the characteristics           Paper and Pen Test         Essay                    enclosed
   of thing/person in the text.
 c . to identify the rhetorical step
    of the text
 d. to identify the communicative
    purpose of the text


                                            Scoring tables :
 No           Name of student              Number of       Number of                 Total score        Remarks
                                             correct        incorrect
   1
   2
   3
   4

9. Source / Instrument :
      a. Source       : Look Ahead,Erlangga.Grade XI
       b. Instrument: A set of questions

Text of Report


                                               TORNADOS

    General                    A tornado is a powerful, twisting wind                         General
                                                                                              Classification
    participant        storm. It is one of the most desstructive storms
                       on earth. A tornado is also called a watespout’

                       A tornado is a long cloud which comes down
                       from the sky. It is shaped like a funnel and
       Relating        consists of wind which whirls around and around
       verbs           extremely fast. In fact, the wind can reach a
                       speed of more than 900 km per hour.

                       Most tornados from a long front (boundary)
                       between cool, dry air and warm, humid air.
                                                                                              Description
                       Weather scientists are unable to know exactly
                       when tornados will occur. Fortunately, the
 Quality of            tornado is not usually very big and it does not
 tornados              last long.



    1.   The type of the text above is called a .......
    2.   The generic structure of the text consists of .......... and ......
    3.   The function of this text is to ..........
    4.   The description tells about the ........... or the ............. and the .............
         or ..........
  5.   What tense is mostly used in the text ?
  6.   What is the focus participant of the text?
  7.   Is there a temporal sequence ( sequence of order)?
  8.   Find some sentences in the text that use relating verbs.
             A tornado is a powerful twistingwindstorm
             ....................................................................
             ....................................................................




- Answer Key
   1. Report text
   2. General Classification and Identification
   3. To describe tornados in general
   4.
   5. Present tense
   6. Tornado
   7. No
   8. - It is shaped like funnel
      - It consists of wind which whirls around and around extremely fast.
      - The wind can reach a speed of more than 900 km per hour.
                                                              Form 12/IK. 7.1.1

                                  Learning Appocation Plan

                                    Subject        :   English
                                    Class/Semester :   XI/ 1
                                    Unit           :   1
                                    Topic          :   Writing Report text
                                    Time allowed :     2 x 45’

    1. Standard of Competence :
       Writing
        6. Expressing a meaning in short written functional text and simple essay in form of
           report, narrative and analytical exposition text in the context of daily life
    2. Basic Competence
       6..2.Expressing a meaning and rhetorical step in essay by using written language variety
            accurately, fluently and acceptably in form of report, narrative and analytical
            exposition text.
    3. Indicator
      Making report text
    4. Learning purpose
        In the end of learning process, the students are able to make a report text..
    5. Learning Material
        Report Text
    6. Learning Method
        Discussion
       7. Learning Activity
        Pre : 5’
          Greeting and checking students’ attendance
          Motivating the students to speak English
         Whilst : 75’
          Studying the report text provided
          Answering the questions given by the teacher
          Discussing the answer with the whole class
          Making a draft individually
          Showing the draft to be checked by the teacher
          Copying the correct text on a piece of paper
          Evaluating the text shown by the friend
         Post : 10’
          Giving assignment related to the topics
          Giving the students opportunity to express their difficulty during the
             process.
           Structural Instructions :
           Looking for the models of reading text related to the topics.
           Non structural self activity :
          Writing the text related to the topic based their own knowledge.


    8. Assessment
    a
                Indicator             Techniques              Form             Instrument
             Using adjective
              clause to make      Paper and Pen test     Written text of      attacked
              report                                     report
             Making report
              text


    b.                              Aspect of Assessment
 No      Name of student    Content    Vocabularies   tenses   Score
  1
  2
  3
  4

9. Source / instrument
      a. Source       : BSE.Grade XI
       b. Instrument : enclosed
                   Learning Application Plan                      Form 12/IK. 7.1.1

Subject        :    English
Class/Semester :    XI/ 1
Unit           :    2
Theme          :    Telling stories (II)
Skill          :    Writing
Time allowed :      2 x 45’
Cycle          :    Written

I. Standard of Competence :
   Writing
    6. Expressing a meaning in short written functional text and simple essay in form of
       report, narrative and analytical exposition text in the context of daily life
II. Basic Competence
   6..2.Expressing a meaning and rhetorical step in essay by using written language variety
        accurately, fluently and acceptably in form of report, narrative and analytical
        exposition text.
III. Indicator
  Making Narrative text
IV. Learning purpose
    In the end of learning process, the students are able to make Narrative text
V. Learning Material
    Text of Narrative
                                   A Lane Going up The Hill

It was a heavy rainstorm in Kampung Sepang. Jabri and Halil had just finished their dinner
together at Jabri’s house. They were sitting in the living room for coffee and conversation,
hoping the rain would stop soon.
It was half past eleven at night and the downpour was showing no signs of stopping.
“Looks like you’ll have to spend the night here, Halil.” said Jabri.
“No way,” Halil said, “I’ve to be work early tomorrow morning.”
A few moment later Halil got into the car, started the engine, and said good night to Jabri.
Something told him that he shouldn’t have turned off the lane going up the hill, but it was
the shortest way home. He knew that lane. It ran across from an old Chinese cemetry. There
were no lights, no cars, no people, just Halil and his old car.
All the sudden a white shape appeared in the middle of the lane.Halil shone his beam of
light in that direction. The white shape turned to Halil. He saw a pair of crimson eyes
staring at him. It was a long haired woman in a long white dress. She grinned at Halil. At
once, Halil felt his blood freeze. Her hearthbeat stopped. His mouth opened but he was
speechless. His eyes opened wide in terror.
Suddenly consciousness came nti his mind. He quickly reversed his car and sped away just
in time.
“I think I’ll take up your offer to spend the night here after all,” Halil told Jabri as his legs
trembled.

VI. Learning Method
   Project
VII. Learning Activity
   Pre : 5’
     Greeting and checking students’ attendance
     Telling the basic competence and Indicator they’re going to get.
    Whilst : 75’
     Reading the narrative text provided.
     Writing the text organization for each paragraph.
     Reporting the result to the class.
     Answering the questions in pair.
     Discussing the answers with the whole class.
     Making narrative text by choosing one of the titles provided.
     Peer editing
      Rewriting the text
      Collecting the result to be checked
     
     Post : 10’
      Giving the students opportunity to express their difficulty during the process.
      Giving the information about the next lesson.
        Structural Instructions :
        Looking for the models of reading text related to the topics.
        Non structural self activity :
      Writing the text related to the topic based their own knowledge.


VIII. Assessment

             Indicator                    Techniques                   Form             Instrument
       Making Narrative
        Text                         Paper and Pen test          Essay
                                                                 writing text of       enclosed
                                                                       narrative

                                Read the text carefully and label the parts of its structure
in
                                the space provided.



                                                     A Lane Going up The Hill

                                  It was a heavy rainstorm in Kampung Sepang. Jabri and Halil had
                                  just finished their dinner together at Jabri’s house. They were
     ........................     sitting in the living room for coffee and conversation, hoping the
     .                            rain would stop soon.

                                  It was half past eleven at night and the downpour was showing no
                                  signs of stopping.
     ........................     “Looks like you’ll have to spend the night here, Halil.” said Jabri.
                                  “No way,” Halil said, “I’ve to be work early tomorrow morning.”
                                  A few moment later Halil got into the car, started the engine, and
                                  said good night to Jabri.

                                  Something told him that he shouldn’t have turned off the lane
     ........................     going up the hill, but it was the shortest way home. He knew that
                                  lane. It ran across from an old Chinese cemetry. There were no
                                  lights, no cars, no people, just Halil and his old car.

                                  All the sudden a white shape appeared in the middle of the
                                  lane.Halil shone his beam of light in that direction. The white
     ........................     shape turned to Halil. He saw a pair of crimson eyes staring at
                                  him. It was a long haired woman in a long white dress. She
     .
                                  grinned at Halil. At once, Halil felt his blood freeze. Her
                                  hearthbeat stopped. His mouth opened but he was speechless. His
                                  eyes opened wide in terror.

                                  Suddenly consciousness came nti his mind. He quickly reversed
     ........................     his car and sped away just in time.
     .                            “I think I’ll take up your offer to spend the night here after all,”
                                  Halil told Jabri as his legs trembled.

I. Find Out

     1. Who are the main participant(s) in the story?
   2.   Are there any temporal sequences in the text? Mention them.
   3.   Mention the action verbs in the text.
   4.   What is the purpose of the writer telling this story?
   5.   What do you call this story?
   6.   What tense is mostly used in the text?




II. Make your own narrative. Choose one of the options.

   1. Write about the scariest experience you have ever had.
   2. Write sbout sa mystery story in which something very valuable was stolen.
   3. Write about a mystery story in which someone was murdered. Create your own
      detective to unveil the case.
   4. Write a story about ghosts, hauntedhouses/places. Your purpose in writing the story
      is to frighten your reader. Create your own participants.

Remember to follow this outline.


      Title
     ______________ __________________________________________

      Orientation ______________________________________________
     ______________ __________________________________________
     Who/what, when,
     where
     ______________ __________________________________________
     ______________ __________________________________________
     ______________ __________________________________________
      Complication ____________________________________________
     What problem(s) did ________________________________________
     the character(s) have ________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________
     Resolution _______________________________________________
     How was the problem
     solved ___________________________________________________
     _________________________________________________________
     _________________________________________________________
     _________________________________________________________


Anwer Key :
I. Jabri and Halil
     1. A few minutes later, At once, Suddenly
     2. were sitting, got into, started an engine, said good night, shone his beam of
         light,etc.
     3. to amuse the readers.
     4. Narrative text.
     5. Past tense.
II. Students’answer.
                                    Learning Application Plan
Subject                  :   English
Class/ Semester          :   XI Science/ 1
Unit                     :   2 (Narrative)
Theme                    :   Telling Stories 1
Skill                    :   Listening
Time Allowed             :   2 x 45’
Cycle                    :   Oral


I. Standard of Competence:
   Listening
   2.. Understanding a meaning in monolog text using spoken language variety accurately,
fluently and
       Acceptably in the context of daily life in form of narrative, report and analytical
exposition text...

II. Basic Competence :
    2.2. Responding to a meaning in monolog text using spoken language variety
accurately, fluently
          and acceptably in the context of daily life in form of report, narrative and
analytical
          exposition text.

III. Indicator :
     a. to identify the character in narrative text
     b. to identify the events in narrative text
IV. Purpose :
    In the end of learning, the students are able to:
     a. to identify the character in narrative text
     b. to identify the events in narrative text

V. Learning material :
   Monolog of Narrative text
                  Why does the sun and the moon live in the sky

Long time ago, there was no ____________. It was always dark and always
__________.Thiis was because Khacina , a very _________ people had __________ the
sun sun and the moon and loocked them away in the box. In the ___________, Coyote and
Eagle, two friends ___________ the dessert.
          Coyate and Eagle had always ___________ together, but Coyate could not hunt
anymore because he could not see at night.         Coyote suggested that they go to
___________ the sun and the moon and make them light up the world. Eagle was worried.
He ________ coyote that the sun and the moon were very strong and it was ________ to try
to trick them.
          In the end, Eagle agreed to help Coyote. While the Khacina were sleeping , Coyote
and Eagle _________ in their village, stole the sun and the moon, and headed into the
hills.
          Coyote told Eage that he wanted to open the box containing the sun and the moon.
Eagle said “No.” They must wait until their travels and open it with the eyes closed. Coyote
__________. He couldn’t wait what was in the box.
          Finally, he grew so curious that he threw it open. The light of the Sun was so bright
______
Coyote’s eyes. The Sun and the Moon __________ and _____________ far away, up into
the sky where they are today.

VI. Learning Method:
    Inquiry
VII. Learning Strategy :
  No Activities                                         Time allocated
 1    Pre                                                      5’
          - Greeting and checking the students
          - Motivating the students to the speak
 2.             English
      Whilst
      Building knowledge of fields                               75’
           Answering the questions orally based on
                the picture given
      Modeling of text
         - Listening to the text through tape
              recorder
         - Identifying the characters in the story
         - Identifying the events in the story
         - Answering the questions related to the
             contents of the text.
      Joint Construction of the text
          - Discussing the answers in pairs.
      Independent Construction of the text
          - Answering the questions based on the text
                orally
       Post
 3.      - Giving the opportunity to the students                10’
              to express their difficulty during the
              learning process
       Structural Instructions :
       Giving assignment by listening to the text
           related to the topic individually.
      Non structural self activity :
      Reporting the result in front of the class.

8. Assessment/ Score :
          Indicator               Techniques             Form            Instrument
  a. to identify the
     character in narrative                        -Completing the
    text                      Paper and pen test   the story             Enclosed
 b. to identify the events                         -Essay
    in narrative text


9. Learning Source :
     a. Source/ Media : Look Ahead, Erlangga. Grade XI
                        Tape Recorder and CD
     b. Instrument    : - Incomplete paragraph
                         - A set of questions
Istrument
Find out
    1. Why was the sky dark?
    2. Where did the Khacina people hide the Sun and the Moon?
    3. Why did the Coyate steal the Sun and the Moon back?
    4. When did the Coyate steal the Sun and the Moon back?
    5. Where did they go then?
     6. Why did the have to open the box with their eyes closed?
     7. In your opinion, was what the Coyote did right?
     8. Which story (version) do you like best?Why?




Scoring Tables
No      Name of student         Number of       Number of      Total score   Remarks
                                 correct         incorrect
 1
 2
 3
 4
                               Learning Application Plan
                                 Subject                   : English
                                 Class/Semester            : XI/ 1
                                 Unit                      :2
                                 Topic                     : Expressing ‘Relief, Pain and
                                                            Pleasure/ Pleased.
                                 Time allowed              : 2 x 45’
                                 Cycle                     : Spoken
1. Standard of Competence :
   Speaking
   3. Expressing a meaning in transactional and interpersonal discourse, formal and
sustained
      in the context of daily life.
2. Basic Competence
   3.2 Expressing a meaning in transactional (to get things done) and interpersonal
       (to socialize) for both formal and sustainable by using spoken language variety
       accurately, fluently and acceptably in the context of daily life and involves speech
       act of giving advice, warning, accepting a request and expressing relief, pain and
       pleasure.
3. Indicator
      Using the speech act of relief, pain and pleased/Pleasure
      Responding the speech act of relief, pain and pleasure

4. Learning Purpose
     Using the speech act of relief, pain and pleased/Pleasure

5. Learning Material
     Expressions of relief, pain and please/Pleasure
     What a relief!
     Thank god for that.
     I’m very relieved to hear that.
     That’s a relief
     Good for you.
     I feel so relieved.
     Thank heavens!
     I’m glad everything is running well.

       Expressing Pain
    Ouch! It hurts me so much
    Uuch! Stop pinching me.
    Oh! What shall I do if he’s already married?
    Oh! My head aches! And my head hurt!
    Ah! What is it?
    Ouch! That hurts!
    Aw! The pain hurts me very much.
    It’s very painful. I can’t stand it.
    I can’t stand. The pain is getting and
Expressing Pleasure/ Pleased
    I’m very pleased with this room.
    Oh, how marvelous!
    Oh, It’s wonderful!
    It’s good news.
    I’m very delighted.
    It gives me great pleasure.
    I can’t say how pleased I’m.
    Great!
6. Learning Method
    - Inquiry
    - Performance

7. Learning Activity
   1. Pre : 5’
      Teacher :
      Greeting and checking the students.
      Describing the picture provided.
      Asking the students some questions related to the pictures
   2. Whilst : 40’
       Students :
      Studying the expressions of relief, pain and pleased/Pleasure
      Expressing relief, pain and pleased/Pleasure with good pronunciation led by the
         teacher.
      Doing the exercise in pairs.
      Discussing the answers with the whole class.
    3. Post : 45’
       Students :
      Making the dialog in pairs.
      Reporting the result in front of the class
      Expressing the difficulty during the learning process.
         Stuctural Instructions.
      Giving assignment by making with their own situations.
        Non structural self activity:
      Acting out the dialog in front of the class.

8. Assessment
      Indicator            Techniques                 Form              Instrument
  Using the speech
   act of relief, pain Paper and pen test      Completing dialog
   and                                         Making ialog           enclosed
   pleased/Pleasure
 Responding the
  speech act of        Performance
  expressing relief,
  pain and pleasure




9. Source : Look Ahead, Erlangga Grade XI


Enclosure
1.     Situation : You have finished your lunch at arestaurant near you school. Suddenly
       you discover you have no cash to pay for it. . You ask the cashier if she will
       accept a cheque.
       You       : Sorry, but is a cheque available here?
       Cashier : Yes, certainly.
       You      : ______________________________

   2. Sitation : The Sun and the Moon invited the ocean in their cottage. The Ocean
      asked them whether he could come with his friend because it was impossible to
      leave his friend.
      The Sun           : ___________________________________________________
     The Moon      : ___________________________________________________
     The Ocean     : ___________________________________________________

 3. Situation : You borrowed your friend’s digital camera. It suddenly stopped
    working .
    You have taken it back to him.
    You             : I’m terribly sorry, I think I’ve broken it.
    Your friend     : It’s okay. The main button come out, that’s all.
    You             : __________________________________________________


                            Aspect of Assessment
No     Name of student      Content          Fluency      Pronunciation   Score
 1
 2
 3
 4
                                  Learning Application Plan

                                    Subject        :   English
                                    Class/Semester :   XI/ 1
                                    Unit           :   2
                                    Topic          :   Telling stories
                                    Time allowed :     2 x 45’
                                    Cycle          :   Written

    1. Standard of Competence :
       Writing
        6. Expressing a meaning in short written functional text and simple essay in form of
           report, narrative and analytical exposition text in the context of daily life
    2. Basic Competence
       6..2.Expressing a meaning and rhetorical step in essay by using written language variety
            accurately, fluently and acceptably in form of report, narrative and analytical
            exposition text.
    3. Indicator
      Making Narrative Text.
    4. Learning purpose
        In the end of learning process, the students are able to make narrative text.
    5. Learning Material
        Narrative text
    6. Learning Method
        Discussion

    7. Learning Activity
      Pre : 10.
         Greeting and checking students’ attendance
         Motivating the students to speak English
       Whilst : 75’
         Reading the report text provided
         Answering the questions given by the teacher
         Discussing the answer with the whole class
         Making a draft individually
         Showing the draft to be checked by the teacher
         Choose one of the themes given to make narrative text on a piece of paper
         Reporting the text to be checked.
       Post : 10’
        Giving the students opportunity to express their difficulty during the
           process.
        Giving the information about the next lesson.
       Structural Instructions :
        Looking for the models of reading text related to the topics.
       Non structural self activity :
        Writing the text related to the topic based their own knowledge.
     8. Assessment
    a
              Indicator              Techniques              Form           Instrument
           Making narratve
            text                Paper and Pen test      Writing            enclosed

    9. Learning Source      : 9. Source : Look Ahead, Erlangga Grade XI

    Enclosure
    Make your own narrative. Choose one of these options.
       1. Write about the scariest experience you have ever been
       2. Write about a mystery story in which something very valuable was stolen.
      3. Write about s mystery story in which someone was murdered. Create your own
         detective to unveil the case.
      4. Write a story about ghost, haunted houses /places. Your purpose in writing the
         story is to frighten your reader. Create your own participants.




      Remember to follow this outline.

              Title

              Orientation
              Who/ What, when, where




              Complications
               What problem(s) did
               The character(s) have




              Resolutions
               How was the problem solved?




b.                               Aspect of Assessment
No         Name of student      Content        Vocabularies    tenses           Score
  1
  2
  3
  4
                                                                      Form. 12 / IK. 7.1.1

                               Learning Application Plan
                                 Subject                   : English
                                 Class/Semester            : XI/ 1
                                 Unit                      :3
                                 Topic                     : Figuring out a conclusion
                                 Time allowed              : 2 x 45’
                                 Cycle                     : Spoken
1. Standard of Competence :
   Speaking
   3. Expressing a meaning in transactional and interpersonal discourse, formal and
sustained
      in the context of daily life.
2. Basic Competence
   3.2 Expressing a meaning in transactional (to get things done) and interpersonal
       (to socialize) for both formal and sustainable by using spoken language variety
       accurately, fluently and acceptably in the context of daily life and involves speech
       act of giving and asking for an opinion, satisfaction and dissatisfaction.
3. Indicator
      Using the speech act of gving and asking for an opinion.
      Responding to the speecch act of giving an opinion and asking for an opinion.

4. Learning Purpose
     Using the speech act of giving and asking an opinion.
     Responding to the speecch act of asking and giving an opinion.

5. Learning Material
     Expressions of giving and asking for an opinion.
       and exressions of agreement and disagreement.
       Asking about other people’s opinion
     What do you think of ...
     Is that (right) true ....
     Do you think it’s going to ....
     Why do they behave like that?
     Do you have any idea?
     How do you like ......?
     What’s your opinion?
     Please give me your frank opinion.

        Giving an opinion
       In my opinion
       I personally believe ...
       I personally think ...
       I personally feel ...
       Not everyone will agree with me, but ...
       To my mind, ...
       From my point of view ....
       As I see it ...
       I think ...
       I am certain/sure/convinced..

Saying that you agree
    Yes, I agree with you.
    I’m sure you’re right.
    That’s right (quite true).
    I think so too.
    I absolutely agree.
    That’s exactly what I mean.
Saying that you don’t agree:
       We will never agree.
      Not at all/ Not really
      I disagree.
      I think that’s nonsense.



Saying that you agree politely
      I see you point, but ...
      Yes, may be you’re, but ...
      I don’t entirely agree with ...
      You may be rght, but ...
      Do you think so?
      I see what you mean, but ...
      To some extent, yes, but ...
      I don’t think so.
      I don’t agree with you.
      I’m not sure I agree with you.
      I don’t like the idea.
6. Learning Method
     - Inquiry
     - Performance
7. Learning Activity
   1. Pre : 5’
      Teacher :
      Greeting and checking the students.
      Motivating the students to speak English.
      Giving information about the target of learning.
2. Whilst : 40’
       Students :
      Giving an opinion about the pictures shown.
      Saying agreement or disagreement with their friend opinion.
      Studying the expressions of giving and asking for an opinion.
      Saying the expressions with good pronunciation led by the teacher.
      Reading the dialog provided.
      Answering the questions based on the dialog.
      Discussing the answers with the whole class led by the teacher.
      Doing he dialog in pairs.
      Performing the dialog in front of the class without text.
    3. Post : 45’
       Students :
      Making the dialog in pairs.
      Reporting the result in front of the class
      Expressing the difficulty during the learning process.
      Giving the information about the next meeting.
   Stuctural Instructions.
        Giving assignment by making with their own situations.
   Non structural self activity:
       Acting out the dialog in front of the class.

8. Assessment
      Indicator          Techniques                    Form            Instrument
  Using the speech
   act of giving and                          Essay
   asking for an                                                        enclosed
   opinion.          Performance              Dialog
  Responding the
   speech act of
   giving and asking
   for an opinion.
9. Source : Look Ahead, Erlangga Grade XI




   Enclosure
    Read the following dialog. Then Practice the dialog with your friend.
      Rose : Morning, Eric.
      Eric : Oh, ... Hi, Rose, good morning. How are you today?
      Rose : I feel better today, thanks. Uhm... Is that today’s newspaper ? Yeah,
             the one you are reading.
      Eric : Yup!
      Rose : Did you read that article in the paper about smoking? The person who
              wrote it must be crazy.
      Eric : I don’t so. I think the government should do everything it can to
             discourage people from smoking.
      Rose : Maybe so. But a law barning cigarettes does no good.
      Eric : What do you mean? In my opinion, though you can’t suddenly make
              smoking illegal but it is important for the government to establish law
             that prohibits smoking in public places like cinemas and hospitals.
      Rose : Yes, That’s true. But I think people should be allowed to smoke on
             train and buses. Don’t you think so?
      Eric : Not at all. It’s awful sitting next to someone blowing smoke all over
              you, if you don’t smoke yourself.

        Rose : Sure, I agree. But if you do smoke, and don’t forget, it isn’t z crime.
        Eric : Well, that’s where the government can help. It should make ‘NO
               SMOKING’ compartment on all trains, buses, and aeroplanes.
               and there should be more ‘NO SMOKING’ compartment than
        ‘SMOKING’.
               Then, you’ll really discourage people from smoking.
        Rose : Yes, I suppose you’re right. On that basis, we agree that there should be
               some real efforts to discourage people from smoking. Well, I’ve got to go
               now and hand in these papers to our teacher. It’s nice to have talked with
               you. Thanks, Eric.
        Eric : Bye, Rose.

     Answer the questions based on the dialog.
   1. Why does Rose think that the person who wrote the article must be crazy?
   2. Does Eric have same idea with Rose? How do you know?
   3. What is Eric’s opinion about the law banning cigarettes?
   4. Rose thinks that people should be allowed to smoke on trains or buses.
         Does Eric agree with her opinion? Explain!
   5. What does the government should do to discourage people from smoking
         according to Eric’s opinion?

                                  Aspect of Assessment
 No        Name of student        Performance      Fluency        Pronunciation     Score
  1
  2
  3
  4
                                                                     Form. 12 / IK. 7.1.1


                                 Learning Application Plan

                                  Subject                   : English
                                  Class/Semester            : XI/ 1
                                  Unit                      :3
                                  Topic                     : Figuring out a conclusion
                                  Time allowed              : 2 x 45’
                                  Cycle                     : Written
1. Standard of Competence :
   Reading
  5. Understanding to a meaning of short functional text and simple essay in form of
      report, narrative analytical exposition text in the context of daily life to access
      sciences.
2. Basic Competence :
   5.2 Responding to a meaning and rhetorical step in essay using written language
       variety accurately, fluently and acceptably in the context of daily life.
3. Indicator              :
  Identifying words in the text
  Identifying the cases in the text
  Identifying the arguments given
  Identifying the rhetorical steps of the text
  Identifying the communicative purpose of the text
4. Purpose                :
     In the end of learning Process, the students are able to :
  Identifying words in the text
  Identifying the cases in the text
  Identifying the arguments given
  Identifying the rhetorical steps of the text
  Identifying the communicative purpose of the text

5. Learning Material :
   Analytical Exposition text


        Title
                                        The Importance of English Language

                       I personally think that English is the world’s most mportant
        Thesis         language. Why do I say so?

                              Firstly, English is an international language. It is spoken by
                       many people all over the world, either as a first or second lanuage.

                                Secondly, English is also the key which open doors to
                       scientific and technical knowledge, which is needed for the
 Argument              economic and political development of many countries in the
                       world.

                               Thirdly, English is a top requirement of those seeking jobs.
                       Applicants who master eother active or passive English are more
                       favorable than those who don’t.

                               From the fact above, it is obvious that everobody needs to
 Reiteration
                       learn English to greet the global era.
6 Learning Method :
  Inquiry
   Discussion
   Three Phases techniques

7. Learning Strategy
   Pre : 5’
     Greeting and checking the students’ attendance.
     Motivating the target of learning
    Whilst : 70’
     Answering the questions related to the topic
     Reading the text in aloud in turns led by the teacher.
     Discussing any aspect related to the text such as the structure and language
       features etc.
     Discussing the answers in pairs.
     Discussing the answers with the whole class led by the teacher.
    Post
     Giving the assignment related to the topics.
     Giving the opportunity to express their difficulty during the learning process.
     Giving the information the next meeting

 Structural Instructions :
  Giving assignment by reading the text related to the topic.
 Non Structural self Activity :
  Reading aluod the text related to the topics in front of the class.


8. Assessment :
             Indicator                  Techniques               Form         Instrument
   Identifying words in the
      text
   Identifying the cases in the                           Essay              enclosed
      text                         Paper and Pen Test
   Identifying the arguments
      given
   Identifying the rhetorical
      steps of the text
   Identifying the
      communicative purpose of
      the text

Enclosure

A. 1. Do you know why you learn English? Is it useful for you?
   2. Do you like learning English? Why? why not?
   3. What advantages can you gain by learning English?
   4. Complete the following chart with your ideas. One has been done.
      for you as an example

                              1. It is an international language.
   Why should I              2. _____________________________
   learn English             3. _____________________________
                             4. _____________________________
B. Find out
   1. Why is it so important to learn English?
   2. How did the writer elaborate his arguments?
   3. ‘English is the world’s most important language.’ Does this statement belong to
       many people’s or to one person idea? How do you know that?
   4. What is the purpose of the writer in this text?
   5. Do you think everybody will agree with the text? why/ why not?
   6. The statement essensse in the beginning of the text is similar to the last statement
of
      the text. What is the purpose of repeating the statement?
   7. What do you call this?
   8. What tense is mostly used in the text?




                                     Scoring tables :
 No         Name of student         Number of       Number of         Total score      Remarks
                                      correct        incorrect
   1
   2
   3
   4

9. Source / Instrument :
      a. Source       : Look Ahead, Erlangga. Grade XI
       b. Instrument : A set of questions

				
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