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X/1 7 14 x 45 minutes Able to communicate in English at Novice Level Understand basic expressions for life needs on social interaction

Indicators : 1. Students will learn how to use greeting expressions correctly. 2. Students will learn how to perform introduction about them and others well. 3. Students will learn how to use thanking and its response well. 4. Students will learn how to perform apologizing and its response correctly. I. Learning Objectives a. Students will be able to get the gist of short conversation in simple English on topics related to greetings. b. Students will learn how to use conversation expressions for greeting people, opening and closing conversation. c. Students will use conversation expressions for greeting people, opening, and closing conversation at various situations in the classroom. d. Students will be able to get the gist of short conversation in simple English on topics related to introductions. e. Students will learn how to use conversation expressions for introducing themselves to others. f. Students will learn how to use conversation expressions for introducing a person to others. g. Students will use conversation expressions for introductions at various situations in the classroom. h. Students will be able to get the gist of short conversation in simple English on topics related to thanking. i. Students will learn how to use conversation expressions for thanking and its variations j. Students will use conversation expressions for thanking in a conversation at various situations in the classroom. k. Students will be able to get the gist of short conversation in simple English on topics related to apologizing. l. Students will learn how to use conversation expressions for apologizing and its variations m. Students will use conversation expressions for apologizing in a conversation at various situations in the classroom.

II. Teaching Material a. Greetings b. Introducing c. Thanking d. Apologizing e. Grammar Review: personal and possessive pronoun III. Teaching Methods and Techniques a. Grammar-Translation Method

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Give comprehension questions to students from dialog text demonstrated on page 3. Sequencing • Presentation (The new structure is introduced and presented). Reading Comprehension Question o Memorization Direct Method o Reading Aloud o Question and Answer Exercise o Getting Students to Selfcorrect Silent Way o Teacher’s Silence o Peer Correction o Structured Feedback Suggestopedia o Classroom Set-up o Positive Suggestion Community Language Learning o Reflection on Experience o Small Group Tasks Total Physical Response Method o Using Commands to Direct Behavior Communicative Approach o Authentic Materials o Scrambled Sentences o Role-play o o o o o o Use Words in Sentences Composition. • Describe the relationship between the lesson/activities and a real world need. p. Opening • Do something in order to capture the students’ interest and motivation. 3) 2. under the teacher’s guidance and control). f. Teaching-Learning Activities Meeting 1: 2 x 45 minutes 1. 2). Ask students to practice in pairs Activity 4 on page 4 2 . • Describe what students are expected to do in the lesson • Describe the relationship between the lesson/activities and a forthcoming test or exam. p. Conversation Practice Fill-in-the-blank Exercise Dictation o o Visualization Role-Play IV.b. 2. e. Ask students to read Greeting and Leave Taking on page 1 and 2. d. 2. Ask students to identify expression used by people when meeting and greeting to others (see Activity 3. c. Asks students to demonstrate conversation (see Activity 2. 1. 1. g. p. • State that the activity the students will do is something they will enjoy. Ask students to answer situation with the provided answers (see Activity 1. 3. 3) 3. • Controlled practice (Learners are given intensive practice in the structure.

Explain how to do self introduction and introducing others 3. Show how the lesson relates to students’ real-world needs. • Checking (The teacher elicits use of the new structure to check that it has been learned). 3. p. 1. • State the information or skills the students will learn. Review key points of the lesson. Meeting 2: 2 x 45 minutes 1. Ask students to perform the dialog in front of the class • Further practice (The structure is now practiced in new situations. Sequencing • Presentation (The new structure is introduced and presented). Explain Formal and Informal Introduction 2. Praise students for what they have accomplished during the lesson. 10 – 11) • Controlled practice (Learners are given intensive practice in the structure. Closing • Summarize what has been covered in the lesson. 1. 1. Checking (The teacher elicits use of the new structure to check that it has been learned). under the teacher’s guidance and control). or in combination with other structures. Ask students to do Activity 2 on page 5 and 6. 1. • Describe the goals of a lesson. 1. Closing • • • • • Free practice (The students practice using the structure without any control by the teacher). o Review learning from a previous lesson o Ask questions about concepts or skills taught in the previous lesson. 8 – 9) 2. Explain cues used in introduction (see Activity 4. p. Ask students to do oral practice (see Activity 2. Drill students with the expressions used in introduction (see Activity 1. • Describe the relationship between the lesson/activities and a real world need. o Have students prepare questions about previous lessons or homework. p.• • 3. Summarize what has been covered in the lesson. 3 . Opening • Choose two or three activities o Do something in order to capture the students’ interest and motivation. Ask students to make dialog in pairs with the deskmate. 1. • Describe what students are expected to do in the lesson • Point out links between this lesson and previous lessons. 2. 9) • Free practice (The students practice using the structure without any control by the teacher). Ask students to perform conversation based the situation given in Activity 3 on page 9 – 10. Relate the lesson to the course or lesson goals.

Read aloud a conversation activity 7 on page 12 • Free practice (The students practice using the structure without any control by the teacher). Point out links between the lesson and previous lessons. re-teach. or provide additional practice. 1. • Describe the goals of a lesson. 1. under the teacher’s guidance and control). Sentence arrangement on Task 2 number 1. 2. Meeting 3: 2 x 45 minutes 1. or in combination with other structures. Closing • • • • Summarize what has been covered in the lesson. • Further practice (The structure is now practiced in new situations. Make links to a forthcoming lesson. • Describe the relationship between the lesson/activities and a real world need. 1. o Review learning from a previous lesson o Have students prepare a written summary of the previous lesson. Drill students on Activity 6 on page 12. Explain the past form of Be and Have • Controlled practice (Learners are given intensive practice in the structure. Answer questions on Activity 5 page 11 • Checking (The teacher elicits use of the new structure to check that it has been learned). • Describe what students are expected to do in the lesson • State that the activity the students will do is something they will enjoy. Opening • Choose two or three activities o Do something in order to capture the students’ interest and motivation. Point out links between the lesson and previous lessons. Sentence completion on Task 1 page 13. 1. Praise students for what they have accomplished during the lesson. 2. Meeting 4: 2 x 45 minutes 4 . o Have students ask the teacher about problems on homework and the teacher review. Praise students for what they have accomplished during the lesson. page 13. Show how the lesson relates to students’ real-world needs. Relate the lesson to the course or lesson goals. 2. Make links to a forthcoming lesson. Dialog completion on Task 2 number 2. Sequencing • Presentation (The new structure is introduced and presented).• • • • • • Review key points of the lesson. 1. page 13 3.

o Have students prepare questions about previous lessons or homework. Explain the uses of the expressions • Controlled practice (Learners are given intensive practice in the structure. 3. Show how the lesson relates to students’ real-world needs. Make links to a forthcoming lesson. re-teach. p. • State the information or skills the students will learn. 2. Ask students identify expressions of thanking in dialog (see Activity 1.1. 17) 2. p. Give homework of Activity 6 on page 19. • Describe the relationship between the lesson/activities and a real world need. 18) 2. or in combination with other structures. Opening • Describe the goals of a lesson. 18). • State the information or skills the students will learn. Ask students to answer comprehension questions (see Activity 4. Demonstrate expressions used for thanking 2. or provide additional practice. o Have students ask the teacher about problems on homework and the teacher review. 3. 1. Closing • • • • • Summarize what has been covered in the lesson. 1. 18) • Free practice (The students practice using the structure without any control by the teacher). • Describe what students are expected to do in the lesson 5 . Opening • Choose two or three activities o Review learning from a previous lesson o Have students meet in a small groups (2 or 4 per group) to review homework. Ask students to make a dialogue in a group work of two • Further practice (The structure is now practiced in new situations. • Describe the relationship between the lesson/activities and a real world need. 1. Write a letter of thanking (see Activity 5. Praise students for what they have accomplished during the lesson. • State that the activity the students will do is something they will enjoy. Point out links between the lesson and previous lessons. under the teacher’s guidance and control). p. 1. Meeting 5: 2 x 45 minutes 1. • Describe what students are expected to do in the lesson • Point out links between this lesson and previous lessons. Ask students to arrange sentences into good order of a dialog (see Activity 3. • Describe the goals of a lesson. p. Sequencing • Presentation (The new structure is introduced and presented).

Dictate some sentences to complete dialog (Activity 7. 25) 3. Students complete sentences (Activity 3 & 4. Explain some expressions used to regret and apologize • Controlled practice (Learners are given intensive practice in the structure. Students identify expressions of regret and apologizing on Activity 1 Task 2 (p. 1. p. 6 . 1. Students complete sentences using verbs of the tense explained. 21) • Controlled practice (Learners are given intensive practice in the structure. Students identify sentences in Present Perfect Tense 2. • Describe the goals of a lesson. 3. 19) 2. Show how the lesson relates to students’ real-world needs. Review key points of the lesson. Closing • • • • Summarize what has been covered in the lesson. or in combination with other structures. p. 1. Explain Preposition of Place (p. 25) • Checking (The teacher elicits use of the new structure to check that it has been learned). Sequencing • Presentation (The new structure is introduced and presented). 20) 3. Praise students for what they have accomplished during the lesson. Point out links between the lesson and previous lessons.2. • Describe the relationship between the lesson/activities and a real world need. p. 2. Sequencing • Presentation (The new structure is introduced and presented). • State the information or skills the students will learn. 1. Students combine sentences (Activity 2. under the teacher’s guidance and control). • Further practice (The structure is now practiced in new situations. Explain Present Perfect Tense (p. Students demonstrate dialog in pairs in front of class. Do Activity 11 on page 21 – 22 Closing • • • • Summarize what has been covered in the lesson. Opening • Choose one or two activities o Do something in order to capture the students’ interest and motivation. Praise students for what they have accomplished during the lesson. 24) 2. o Review learning from a previous lesson o Ask questions about concepts or skills taught in the previous lesson. Meeting 6: 2 x 45 minutes 1. 1. 1. Make links to a forthcoming lesson. under the teacher’s guidance and control).

Performance Test 2. Sequencing • Presentation (The new structure is introduced and presented). re-teach. • State the information or skills the students will learn. under the teacher’s guidance and control). Closing • • • • • • Summarize what has been covered in the lesson. Read aloud text on Activity 7. o Have students prepare a written summary of the previous lesson. Students present their dialog in class 3. Understanding and Using English Grammar (Betty Scrampfer Azar) VI. Teaching Materials and Sources 1. Students answer questions of text on page 26 2. Relate the lesson to the course or lesson goals. Types of Assessment a. 2. 2. Praise students for what they have accomplished during the lesson. or in combination with other structures. Opening • Choose two or three activities o Review learning from a previous lesson o Preview the lesson o Ask questions about concepts or skills taught in the previous lesson. 1. p. o Have students ask the teacher about problems on homework and the teacher review. (Association of English Teachers of Vocational High School. 1. Point out links between the lesson and previous lessons. 26 • Controlled practice (Learners are given intensive practice in the structure.Meeting 7: 2 x 45 minutes 1. or provide additional practice. Students translate a text into Indonesian on Activity 10. Students make dialog about regret and apologizing 2. • Describe what students are expected to do in the lesson • State that the activity the students will do is something they will enjoy. Written Test (Cloze test) 7 . 2007. Review key points of the lesson. Win The Day Book I. page 27 • Further practice (The structure is now practiced in new situations. • Describe the relationship between the lesson/activities and a real world need. 1. Assessment 1. East Java). o Have students prepare questions about previous lessons or homework. V. Instruments a. Show how the lesson relates to students’ real-world needs.

Score = Raw Score X Ideal Score (100 ) Maximum Score Approved by Head Master ……………. 130 532 429 ………………………………. Win the Day I. SE. pp. 8 . pp.. Score range is between 0—100. 2007 English Teacher. pp. 14 – 15 c. 27 – 29 Rubric and Score-Range a.3. NIP. Evaluation a. Win the Day I. b. July …. SUTRISNO. Win the Day I. 22 – 23 d. NIP. 6 – 7 b. Students have to get minimum standard grade of 70%. pp. Win the Day I.

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