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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

1

Asks students to demonstrate conversation (see Activity 2. f. 3. Ask students to read Greeting and Leave Taking on page 1 and 2. p. Give comprehension questions to students from dialog text demonstrated on page 3. 1. 3) 2. 3) 3. Conversation Practice Fill-in-the-blank Exercise Dictation o o Visualization Role-Play IV. under the teacher’s guidance and control). 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. 2). 2. 1. c. g. • Describe the relationship between the lesson/activities and a real world need. 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. • State that the activity the students will do is something they will enjoy. 2. Sequencing • Presentation (The new structure is introduced and presented). p. p. Opening • Do something in order to capture the students’ interest and motivation. • Controlled practice (Learners are given intensive practice in the structure.b. Ask students to identify expression used by people when meeting and greeting to others (see Activity 3. d. Teaching-Learning Activities Meeting 1: 2 x 45 minutes 1. Ask students to answer situation with the provided answers (see Activity 1. e.

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

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

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

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

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

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

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