Lesson Plan RSBI Kls VIII/2
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LESSON PLAN
School : SMPN 1 RSBI Batu
Subject : English
Grade/Semester : VIII/2
Text type : Recount Text
Language Skill : Listening
Time Allotment : 2 x 40 minutes
A. Standard Competence : Listening
8. Understanding the functional significance in oral text, and simple short monologue form of narrative, recount and exposition to communicate with the surrounding environment and / or in the academic context.
B. Basic Competence :
8.2 Understanding the meaning implied in the text short and simple form of oral narrative,
recount, and exposition in communicating with the surrounding environment and / or in the academic context.
C. Indicators:
1. Students can identify the explicit meaning of the expression of Asking, giving and rejecting help in the dialog
2. Students can identify the explicit meaning of the expression of admitting and denying a fact in the dialog
3. Students can response statement and giving attention to the speaker; beginning, extending, and closing conversation; beginning, extending, and closing conversation by phone
D. Learning Objectives:
At the end of the session, students are able to:
1. Infer words or phrases based on context. (understanding level)
2. Find information in a recount text. (remembering level)
3. Identify implicit information from the text. (analyzing level)
4. Identify explicit information from the text. (analyzing level)
5. Identify the main idea of paragraph text (analyzing level)
E. Learning Material
1. A recount Text
My Horrible Experience
Let me remind you my experience during an earthquake last week. When the earthquake happened, I was on my car. I was driving home from my vocation to Bali.
Suddenly my car lunched to one side, to the left. I thought I got flat tire. I did not know that it was an earthquake. I knew it was an earthquake when I saw some telephone and electricity poles falling down to the ground, like matchsticks.
Suddenly my car lunched to one side, to the left. I thought I got flat tire. I did not know that it was an earthquake. I knew it was an earthquake when I saw some telephone and electricity poles falling down to the ground, like matchsticks.
Then I saw a lot of rocks tumbling across the road. I was trapped by the rock. Even I could not move my car at all. There were rocks everywhere. There was nothing I could do but left the car and walked along way to my house, in the town.
When I reached my town, I was so surprised that there was almost nothing left. The earthquake made a lot of damage to my town. Although nothing was left, I thanked God that nobody was seriously injured.
2. Communicative purpose: To retell past events chronologically (about someone’s experience).
3. Generic structure:
Orientation : introducing the characters or participants of the story, where it happened, and when it happened.
Events : Chronological sequence of the events.
Reorientation : - Ending of the story.
- There may be some personal comments on the events.
1. Grammar:
1. Using Past Tense
2. Using action verb
3. Using adjectives
2. Language Feature Analysis
· Using personal participant; I
· Using chronological connectives; then, and, suddenly
· Using linking verb; was, were
· Using action verb; moved, left, walked, made, etc
· Using simple past tense pattern; earthquake happened, I was on the car, my car
lunched on one side, etc
5. Vocabulary:
- Words related to theme and kind of text.
F. Teaching Method/Technique
Three-phase technique (Pre Listening, Whilst Listening, Post Listening)
G. Teaching Learning Activities
1. Pre-Activities
1. Greetings (courtesy)
2. Take attendance (complying social rules)
3. Review previous lesson (thinking creatively, logically and innovatively)
4. Introduce the new lesson; Recount by asking the students some titles of the recount that they
know (attentiveness)
2. Whilst Activities
1. Students listen to a recount story.(attentiveness)
2. Students find the synonim and antonym of the words given. (curiously, thinking logically)
3. Students answer some questions orally after listening the recount. The questions are
about explicit and also implicit information. (thinking logically and creatively)
4. Students analyze the text based on the genre.Then discuss it.(cooperative)
5. The students do cloze test procedure (different text) given by teacher.(curiously, thinking logically and creatively)
3. Post Activities
1. Summing up (thinking logically)
2. Reflection is done by answering and questioning (diversity)
3. Assign students to imagine similar recount text but has no ending. and they have to write it. The next meeting, they’re going to submitt their works.(responsible)
KMTT: Perform an dialog (free discussion text) by phone to friend then report in written short dialog
H. Learning Resources:
1. Textbooks
2. Tape script and/recording
3. Pictures
I. Assessment
1. Blueprint
| No | Indicators | Materials | Techniques | Types | Examples |
| 1. 2. 3. 4. 5. | Infer words or phrases based on context. (understanding level) Find information in a narrative text. (remembering level) Identify implicit information from the text. (analyzing level) Identify explicit information from the text. (analyzing level) Identify the main idea of paragraph text (analyzing level) | Recount test | Written test Written test Written test Written test Written test | Short answer Short answer Short answer Short answer a text | Find the synonim and antonym of the following words. Listen to the text and answer the following questions Listen to the text and answer the questions Listen to the text and answer the questions Rearrange these sentences into a good paragraph and analyse the generic structure ! |
2. Instrument
A. Find the meaning of the following words!
1. Remind = . . . . 6. Tumble = . . . .
2. During = . . . . 7. Trapped = . . . .
3. Earthquake = . . . . 8. Injure = . . . .
4. Suddenly = . . . . 9. Flat = . . . .
5. Pole = . . . . 10. Reach = . . . .
B. Rearrange these sentences into a good paragraph and analyse the generic structure !
1. At first I thought a tire had gone, but then I saw telegraph poles collapsing like
matchsticks.
2. I was driving along the coast road when the car suddenly lurched to one side.
3. The rocks came tumbling across the road and I had to abandon the car.
4. When I got back to town, well, as I said, there wasn’t much left.
3. Scoring guide:
For Part A, score 2 for each correct answer
For Part B, score 4 for each correct answer
For Part C, score max 50 for correct answer
Maximum score:
For part A: 10 x 2 = 20
For part B: 6 x 4 = 30
For part C: Max 50
Maximum score = 100
Score = X 100
TONGUE TWISTERS
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TONGUE TWISTERS
Shy Shelly says she shall sew sheets.
Which wristwatches are Swiss wristwatches?
We surely shall see the sun shine soon.
Ruby Rugby's brother bought and brought her back some rubber baby-buggy bumpers.
Give papa a cup of proper coffee in a copper coffee cup.
Six slippery snails slid slowly seaward.
Six sick kids skipped school.
A good cook could cook as much cookies as a good cook who could cook cookies.Black bug bit a big black bear. But where is the big black bear that the big black bug bit?
A big black bug bit a big black bear, made the big black bear bleed blood.
I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't wish the wish you wish to wish.
Which watch did which witch wear and which witch wore which watch? If two witches were watching two watches, which witch would watch which watch?
If you notice this notice, you will notice that this notice is not worth noticing. How many cans can a canner can, if a canner can can cans?
A canner can can as many cans as a canner can, if a canner can can cans.
Swan swam over the pond, swim swan swim, swan swam back again−well swum swan.
Peter Piper picked a peck of pickled peppers.
Did Peter Piper pick a peck of pickled peppers?
If Peter Piper Picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
Did Peter Piper pick a peck of pickled peppers?
If Peter Piper Picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper picked?
She sells seashells by the seashore.
The shells she sells are surely seashells.
So if she sells shells on the seashore,
I'm sure she sells seashore shells.
The shells she sells are surely seashells.
So if she sells shells on the seashore,
I'm sure she sells seashore shells.
Betty Botter bought some butter, but she said "this butter's bitter! But a bit
of better butter will but make my butter better" So she bought some better
butter, better than the bitter butter, and it made her butter better so it was
better Betty Botter bought a bit of better butter!
of better butter will but make my butter better" So she bought some better
butter, better than the bitter butter, and it made her butter better so it was
better Betty Botter bought a bit of better butter!
If you don't understand, say "don't understand".
But if you understand and say "don't understand".
How do I understand that you understand? Understand!
I thought a thought.
But the thought I thought wasn't the thought I thought I thought.
If the thought I thought I thought had been the thought I thought, I wouldn't have thought so much.
Procedure Text
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1. PROCEDURE
A procedure is a piece of text that tells the reader or listener how to do something. The purpose of procedure is to provide instructions for making something, doing something or getting somewhere. Examples of procedure texts are : recipes, itineraries, instruction manuals, and direction.
A. THE LANGUAGE FEATURES OF PROCEDURE TEXT
— Sentences that begin with verbs and are stated as commands or imperatives
— Time words or numbers that show the order for carrying out the procedure
— Adverbs to describe how the action should be performed
— Connectives to order the steps, e.g. then, while, etc.
B. THE GENERIC STRUCTURE OF PROCEDURE TEXT
- An introductory statement giving the aim or goal (Goal)
a. This may be the title of the text.
b. This may be an introductory paragraph.
- Materials needed for completing the procedure
a. This may be a list
b. This may be a paragraph
- A sequence of steps in the correct order
a. Numbers can be used to show first, second, third, and so on.
b. The order is usually important.
c. Words such as now, next, and after this can be used.
d. The steps usually begin with a command such as add, stir, or push.
C. MODEL OF PROCEDURE TEXT
1. Make Your Own Ice Cream
Make some tasty ice cream and find out how to make things freeze without putting them in the freezer. This is an old-fashioned way of making ice cream. It still works well.
You will need:
- cream
- drinking chocolate powder
- ice cubes
- salt
- milk
- tea towel
- table spoon
- glass
- large bowl
Steps:
- Mix one spoon of chocolate, two spoons of milk, and one spoon of cream in the glass.
- Put some ice cubes in the bowl and sprinkle a lot of salt over them.
- Place the glass of ice cream mixture in the large bowl o top of the salted ice cubes.
- Build up more layers of ice cubes and salt around the glass.
- Place the tea towel over the bowl. Leave the ice cream mixture to set for an hour. Stir it every few minutes.
2. HOW TO MAKE A PENCIL BOX
What you need:
• An empty plastic bottle of mineral water
• Sharp cutter
• A piece of white or colorful paper
• Some paint
• Some glue
How to make it:
· Wash the plastic bottle. Make sure it is clean when you use it
· Cut the bottle into two pieces horisontaly
· Wrap the bottle with a piece of colored paper
· If you use plain paper, use the paint to make a drawing on it
· Now your pencil box is ready to use
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