LESSON
PLAN
SMP
PLUS IBADURRAHMAN
KELAS
: VII/2
ACCOMPLISHED
BY:
UMU
ATIYAH
1188203101
A3/VI
Lesson Plan
School : SMP PLUS IBADURRAHMAN
KOTA TANGERANG
Subject : BAHASA INGGRIS
Class/Semester : VII/2
Subject Material :
Speaking and Writing Text For Stating and Asking A Causal
Relationship and Inverse Relationship
Time
Allocation : 8x40 Minutes.
A.
Core Competencies (KI): Managing, and reasoning
in the realm of the concrete (using, parse, compose,
modify, and create)
and the realm of abstract
(writing, reading, and composing) according
to the learned in schools and other
sources in the same viewpoint / theory.
B.
Basic Competencies and Indicators .
1.1. Grateful for the opportunity to learn the English language as the medium of international communication embodied in the spirit of learning.
2.1. Demonstrate courtesy and caring behavior in conducting interpersonal communication with teachers and friends.
2.2. Shows the behavior of honest, disciplined, confident, and responsible in implementing transactional communication with teachers and friends.
2.3. Demonstrate responsible behavior, care, cooperation, and peace-loving, in performing functional communication.
3.3. Applying text structure and linguistic elements to carry out social functions declared and asking a causal relationship and inverse relationship, according to the context of its use.
3.4. Formulate oral and written text to state and inquire about the actions / events that are conducted / underway today, with attention to social functions, text structure, and linguistic elements are correct and appropriate context.
1.1. Grateful for the opportunity to learn the English language as the medium of international communication embodied in the spirit of learning.
2.1. Demonstrate courtesy and caring behavior in conducting interpersonal communication with teachers and friends.
2.2. Shows the behavior of honest, disciplined, confident, and responsible in implementing transactional communication with teachers and friends.
2.3. Demonstrate responsible behavior, care, cooperation, and peace-loving, in performing functional communication.
3.3. Applying text structure and linguistic elements to carry out social functions declared and asking a causal relationship and inverse relationship, according to the context of its use.
3.4. Formulate oral and written text to state and inquire about the actions / events that are conducted / underway today, with attention to social functions, text structure, and linguistic elements are correct and appropriate context.
C.
Indicator
Ø Shows earnest attitude in learning
Ø
Honest, disciplined, confident, responsible, caring,
cooperation, and peace-loving
in performing communication
Ø
In
understanding,
states, and asked
the spoken text and written text that
states and ask the causal relationship and inverse relationship.
Ø
By
using coherent text structure
and appropriate context.
And using elements of language (intonation, pronunciation and word stress) correct.
And using elements of language (intonation, pronunciation and word stress) correct.
D.
learning Materials .
social function
Stating and asking a causal relationship and inverse relationship.
The structure of the text...
social function
Stating and asking a causal relationship and inverse relationship.
The structure of the text...
a. Why didn’t you go to school
yesterday?
b. I couldn’t go to school yesterday
because I was ill.
c. Why are you late?
d.
I
got up late, so I am late.
e. I tried to do the test well
although it was difficult for me.
f. I was overslept but I went to
school
Linguistic Elements
Greeting, word stress, intonation, vocabulary and grammar.
Greeting, word stress, intonation, vocabulary and grammar.
Topics
Various issues related to the relationship cause / effect actions / events that occur during the process of learning, in the classroom, outside the classroom, or in the surrounding environment.
Various issues related to the relationship cause / effect actions / events that occur during the process of learning, in the classroom, outside the classroom, or in the surrounding environment.
Learning
Method
Scientific
Approach
E.
Media, tools, and learning resources
1. The Media: Laptops, paper assignments, student books
2. Equipment / material: the Worksheet
3. Sources of learning: the Internet (www.dailyenglish.com
1. The Media: Laptops, paper assignments, student books
2. Equipment / material: the Worksheet
3. Sources of learning: the Internet (www.dailyenglish.com
F.
Steps Learning
Activities.
General Lesson.
The focus of the stages of learning: Observing and asking.
General Lesson.
The focus of the stages of learning: Observing and asking.
Ø
Students
listen / watch some examples of sentences stating
and asking a
causal relationship and inverse
relationship in context.
Ø
Students
are asked to read a
sentence stating and the causal relationship and inverse relationship
Ø
Students imitating models of pronunciation
and intonation of the sentence stating and
asking a causal relationship and inverse relationship
ask
Ø
With the guidance
and direction of
teachers, students ask the differences between the various expressions states and ask the causal relationship and inverse relationship in
a variety of contexts.
exploring
exploring
Ø
Students
read examples of sentences stating
and asking a
causal relationship and the
inverse relationship of various other sources.
Ø
Students random sentences into
sentences of cause and effect.
Ø
Students states and ask the causal relationship and inverse relationship using
English in the context of simulations,
role-plays, and other
activities are structured.
Associate.
Associate.
Ø
In
the focus groups
guided the students analyze the social function,
meaning and function
of the expression states and ask the causal
relationship and inverse relationship, text structure,
and linguistic elements,
as well as authoring format.
Ø
Students ask feedback (feedback) from
teachers and friends
about what he said in any group work.
Ø
Students conclude analyze results
related social functions,
text structure and
linguistic elements of the sentence /
phrase states and
ask the causal relationship and inverse relationship.
Communicating.
Communicating.
Ø
Students states and ask the causal relationship and inverse relationship with
the English language, both
inside and outside the classroom as well as the surrounding environment according to context
Ø Students write a journal to
express their experience acquired during learning,
things are tough and
easy to learn and strategies that have been or will be done about
it.
1.
Steps Specific Learning.
first meeting
first meeting
|
Students
|
Teacher
|
|
activity observed
|
|
|
-
Learners observe
utterances expressed by the teacher.
-
Students
are asked to read a
sentence stating and the causal relationship and inverse relationship
|
-
Teachers example of how
to read a simple conversation related to the causal relationship and inverse relationship
-
Teachers observe
students as he read that sentence.
|
|
activity asks
|
|
|
-
students ask the differences between the various expressions states and ask
the causal relationship and inverse relationship in
a variety of contexts
|
-
the
teacher asks the students' understanding of the material being taught
-
the
teacher asked the students to
explain what.
|
|
exploration activities
|
|
|
-
Students
read examples of sentences stating and asking
a causal relationship and the inverse relationship of various other sources.
|
-
Teacher gives examples of sentences stating and asking
a causal relationship and the inverse relationship from various other
sources.
|
|
Kegiatan
mengasosiasi
|
|
|
-
In
the focus groups
guided the students analyze the social function,
meaning and function
of the expression states
and ask the
causal relationship and inverse
relationship, text structure, and linguistic
elements, as well as authoring format.
|
-
Teachers
provide assistance to students on the activities that are being carried out.
|
|
activity communicate
|
|
|
-
students ask expressed a causal relationship and inverse relationship with
the English language,
both inside and outside the classroom
as well as the surrounding environment according to context
|
-
Teachers
provide feedback on the results of their cooperation.
|
Instrumen
Read
this dialogue with your partner!
Miss
anne : “Why are you sleeping in class?”
Student : “I stayed up late last
night watching the world cup
because on television”.
Miss anne : “why did you get a very bad value in daily test yesterday?”
student :”maybe my lack of concentration and I am tired of having a day to help my mother in the market “
Miss Anne :” If this continues, you're not going to the next grade!”
Student :” okay, I will not miss it again and I will learn to seriously”
Miss anne : “why did you get a very bad value in daily test yesterday?”
student :”maybe my lack of concentration and I am tired of having a day to help my mother in the market “
Miss Anne :” If this continues, you're not going to the next grade!”
Student :” okay, I will not miss it again and I will learn to seriously”
|
|
|
ASSESSMENT SHEET READING ALOUD
Student’s Name
: _________________________
Class
: _________________________
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|||||
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ASPECT
|
SCORE
|
TOTAL
|
|||
|
50
|
60
|
70
|
80
|
||||
|
|
|
1. Fluency
|
|
|
|
|
|
|
|
|
2. Accuracy
|
|
|
|
|
|
|
|
|
3. Pronunciation
|
|
|
|
|
|
|
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|
4. Intonation
|
|
||||
Individual
Works
Make the dialogue about stating a causal relationship
and inverse relationship!
Ø Second meeting
|
Students
|
Teacher
|
|
activity observed
|
|
|
-
Students
are asked to read a
sentence stating and the causal relationship and inverse relationship
|
-
Teachers notice when students are reading
|
|
activity asks
|
|
|
-
Students asked about the differences in causal relations and inverse
relations
|
-
The
teacher explains and gives
examples of conversations tntang causal relationship and inverse relationship.
|
|
exploration activities
|
|
|
-
Students random sentences into sentences of cause and effect.
|
-
Teachers check their work.
|
|
activity associate
|
|
|
-
Students ask feedback from teachers and
friends about what
he said in any group work.
|
-
Teachers
provide
learning evaluation
|
|
activity communicate
|
|
|
-
Students give examples of sentences that state and asks causal
relationships outside the classroom as well as the surrounding neighborhood context.
|
-
The
teacher asks what are examples
of sentences that state and
ask for a causal relationship outside the classroom as well as the surrounding environment.
|
Arrange the following
sentences into the
correct order!
1.
Budi
was late so he could not get in and follow the flag ceremony. Because I got a very bad flu.
Why didn’t you go to school yesterday?
2.
I
walk to school but I’m never late. Although it is small, our school will win
“The Best School of the Year” trophy because it is very clean.
3.
Because my mother was sick. Andi was look sad, Why are
you look so sad? his mother was in hospital because his mother was sick.
The answer
Assesment for writing skill
|
Score
|
||
|
Feasibility form (the extent to which the writing meets the rules form
spelling, neatness, etc.)
|
20-18
|
Excellent to very good :
Layout,
spelling, verb conjunction, punctuation, accents, agreements, capitalization,
and neatness very fulfilling rules text (genre)
|
|
17-16
|
Good :
Layout,
spelling, verb conjunction, punctuation, accents, agreements, capitalization,
and neatness generally meet the rules text (genre)
|
|
|
15-14
|
Fair :
Layout,
spelling, verb conjunction, punctuation, accents, agreements, capitalization,
and neatness partially meets the rules text (genre)
|
|
Ø Third meeting
|
Students
|
Teacher
|
|
activity observed
|
|
|
-
Students are required
to follow the example of the
habit by saying and asking about
(a) the causal relationship and (b) the inverse
relationship, in English, the linguistic elements
which correspond to its social function.
|
-
The
teacher gives an example of a
phrase that states and ask causality and
relationships interverse n in the neighborhood.
|
|
activity asks
|
|
|
-
Students ask different
expressions of English and Indonesian on the
sentence that asks and states the cause and effect and the inverse relationship.
|
-
The
teacher explains and gives
examples of conversations about the causal relationship and inverse relationship.
|
|
exploration activities
|
|
|
-
ask students
expressed a causal relationship
and inverse relationship
using English in the context of
simulations, role-plays, and other activities are
structured
|
-
The
teacher instructed the students to make a group consist
2 person to play
role
|
|
activity associate
|
|
|
-
Students ask feedback (feedback) from
teachers and friends
about what he said in any group work.
|
-
Teachers
provide
learning evaluation
|
|
activity communicate
|
|
|
-
Students give examples of sentences that state and asks causal
relationships outside the classroom as well as the surrounding neighborhood context.
|
-
The
teacher asks what are examples
of sentences that state and
ask for a causal relationship outside the classroom as well as the surrounding environment.
|
Task 1
Read and
memorize this dialogue with your group!
Indra
: Haii, gus…!!!
Agus
: Haiii…
Indra
: What’s wrong with you…?
Agus
: I feel bad now.
Indra
: Why…?
Agus
: I have a problem with my dad.
Indra
: What ‘s your problem with your dad…?
Agus
: Mmm…
My
dad always arrived home late, and he always say about job.
Indra
: What’s wrong if your dad arrived
late. Maybe he want to finished the job.
Agus
: But I think he was lying.
Indra
: why do you say your father was
lying?
Agus
: because he looked suspicious, he
always just never noticed me, he always lied with an employment base. I do not
like it.
Indra
: Okey, I agree with you, but you also
have to understand how the state of your father, he works too right for you, he
wants to find money to make you happy.
Indra
: if he did want to see me happy
should he pay attention to me.
Indra
: Yes, but now maybe he is being a lot
of tasks, so there is no time for you, so try to understand how condition your parents.
|
|
Speaking Assessment Rubric
|
|||||
|
|
|
ASPECT
|
SCORE
|
DESCRIPTION
|
|
|
|
|
|
Pronunciation
|
5
|
□
|
Easy
to understand and has a native accent
|
|
|
4
|
□
|
Easy
to understand although with certain accents
|
|
|||
|
3
|
□
|
There
is a problem of pronunciation that makes the listener must complete concentration and sometimes there is a misunderstanding
|
|
|||
|
2
|
□
|
It
is difficult
to understand because there are
problems of pronunciation, are often asked to repeat
|
|
|||
|
1
|
□
|
Serious pronunciation
problems that can not be understood
|
|
|||
Ø
4th
meeting
|
Students
|
Teacher
|
|
activity observed
|
|
|
-
Students are required
to follow the example of the
habit by saying and asking about
(a) the causal relationship and (b) the inverse
relationship, in English, the linguistic elements
which correspond to its social function.
|
-
The
teacher gives an example of a
phrase that states and ask causality and
relationships interverse n in the neighborhood.
|
|
activity asks
|
|
|
-
Students ask different
expressions of English and Indonesian on the
sentence that asks and states the cause and effect and the inverse relationship.
|
-
The
teacher explains and gives
examples of conversations about the causal relationship and inverse relationship.
|
|
exploration activities
|
|
|
-
Students write a journal to express their
experience gained during learning, things are tough and easy to learn and strategies
that have been or will be done to
overcome
|
-
teachers instruct
students to keep
a journal that states and
ask the causal relationship and inverse relationship
|
|
activity associate
|
|
|
-
Students ask feedback (feedback) from
teachers and friends
about what he said in any group work.
|
-
Teachers
provide
learning evaluation
|
|
activity communicate
|
|
|
-
Students use English whenever opportunity arose to
mention and inquire
about (a) the causal
relationship and (b) the inverse relationship, inside and outside the classroom,
with the linguistic elements which correspond
to its social function.
|
-
The
teacher asks what are examples
of sentences that state and
ask for a causal relationship outside the classroom as well as the surrounding environment.
|
Task
1
Make
the journal!
write a journal
to express their experience
gained during learning,
things are tough and
easy to learn and strategies that have been or will be done to overcome!
Assesment for writing skill
|
Kriteria Skor
|
||
|
Kelayakan
bentuk (sejauh mana tulisan memenuhi aturan-aturan bentuk spelling, kerapian,
dll)
|
20-18
|
Excellent to very good :
Layout,
spelling, verb conjunction, punctuation, accents, agreements, capitalization,
dan neatness sangat memenuhi aturan-aturan teks (genre)
|
|
17-16
|
Good :
Layout,
spelling, verb conjunction, punctuation, accents, agreements, capitalization,
dan neatness umumnya memenuhi aturan-aturan teks (genre)
|
|
|
15-14
|
Fair :
Layout,
spelling, verb conjunction, punctuation, accents, agreements, capitalization,
dan neatness sebagian memenuhi aturan-aturan teks (genre)
|
|
Find out,
Tangerang, 07 July
2014
Headmaster of SMP IBADURRAHMAN Guru Bahasa Inggris
Indra Irawan
NIP: 11262726893933
Umu Atiyah
NIM:1188203101
HANDOUT
Stating
and asking a
causal relationship and inverse
relationship.
Various
issues related to the relationship
cause / effect actions
/ events that occur
during the process of learning, in the classroom, outside the classroom, or
in the surrounding environment.
Example
Why
didn’t you go to school yesterday? Because I got a very bad flu. Budi was late so he could not get
in and follow the flag ceremony. Although it is small, our school will win “The
Best School of the Year” trophy because it is very clean. I walk to school but
I’m never late.
Words
stating a causal relationship: Why?, Because, so,
Said that states the opposite relationship: although, but
Vocabulary: nouns, verbs, and adjectives associated with people, animals, objects in the classroom, school, home, and surrounding areas.
The use of singular and plural nominal right, with or without a, the, this, those, my, their, etc. appropriately in noun phrases
Said that states the opposite relationship: although, but
Vocabulary: nouns, verbs, and adjectives associated with people, animals, objects in the classroom, school, home, and surrounding areas.
The use of singular and plural nominal right, with or without a, the, this, those, my, their, etc. appropriately in noun phrases
Read
the dialogue carefully!
A:
Why didn’t you go to school yesterday?
B:
I couldn’t go to school yesterday because I was ill.
A:
Why are you late?
B:
I got up late, so I am late.
The
reason:
I
tried to do the test well although it was difficult for me.
I
was overslept but I went to school
WORKSHEET
Task
1
Read this dialogue with your partner in front of class!
Miss anne : “Why are you
sleeping in class?”
Student : “I stayed up late last night watching the world cup because
on television”.
Miss anne : “why did you get a very bad value in daily test yesterday?”
student :”maybe my lack of concentration and I am tired of having a day to help my mother in the market “
Miss Anne :” If this continues, you're not going to the next grade!”
Student :” okay, I will not miss it again and I will learn to seriously”
Miss anne : “why did you get a very bad value in daily test yesterday?”
student :”maybe my lack of concentration and I am tired of having a day to help my mother in the market “
Miss Anne :” If this continues, you're not going to the next grade!”
Student :” okay, I will not miss it again and I will learn to seriously”
Individual Works
Make
the dialogue about stating
a causal relationship and inverse relationship!
Task 2
Arrange
the following sentences
into the correct order!
1. Budi
was late so he could not get in and follow the flag ceremony. Because I got a very bad flu. Why didn’t you go to school yesterday?
2. I
walk to school but I’m never late. Although it is small, our school will win
“The Best School of the Year” trophy because it is very clean.
3. Because my mother was sick. Andi was look sad, Why are
you look so sad? his mother was in hospital because his mother was sick.
The
answer
Task 3 (ROLE PLAY)
Read and memorize this
dialogue with your group!
Indra
: Haii, gus…!!!
Agus
: Haiii…
Indra
: What’s wrong with you…?
Agus
: I feel bad now.
Indra
: Why…?
Agus
: I have a problem with my dad.
Indra
: What ‘s your problem with your dad…?
Agus
: Mmm…
My dad always arrived home late, and he
always say about job.
Indra
: What’s wrong if your dad arrived late. Maybe he want to finished the
job.
Agus
: But I think he was lying.
Indra
: why do you say your father was lying?
Agus
: because he looked suspicious, he always just never noticed me, he always lied
with an employment base. I do not like it.
Indra
: Okey, I agree with you, but you also have to understand how the state
of your father, he works too right for you, he wants to find money to make you
happy.
Indra
: if he did want to see me happy should he pay attention to me.
Indra
: Yes, but now maybe he is being a lot of tasks, so there is no time for
you, so try to understand how condition
your parents.
Task 4
Make
the journal!
write
a journal to express their experience gained
during learning, things are tough and easy to learn and strategies
that have been or will be done to overcome!
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