English Language Teaching Curriculum

Group 8
Deni Kurniawan (19178008)
Lamai Tulum Romeo (19178

Basic Competencies General for Senior High School 2013 Curriculum 2013 Revision
2017
Basic Competencies for 10th Grader of Senior High School.

The objectives of the curriculum inlcude 4 competencies,

1. Spiritual Competencies
2. Social Competencies
3. Knowledge
4. Skills

Lesson Plan
Education Unit : Senior High School
Class/semester : 10/1
Subject : English Language
Topic : Introduction
Times Allocation : 2 × 45 Minutes

A. Core Competencies
1. Appreciate and internalize the religious teachings he has.
2. Respect and internalize honest behavior, discipline, responsibility, caring
(Tolerance, Gotong royong or team work), polite, confident, in interacting effectively
with social and natural environment within the reach of association and its existence.
3. Understanding knowledge (factual, conceptual, and procedural) based on his curiosity
about science, technology, art, culture-related phenomena and eye-looking events.
4. Trying, cultivate, and present in a concrete sphere (using, parsing, crafting,
modifying, and creating) and abstract realm (writing, reading, counting, drawing, and
composing) according to the one learned in Schools and other resources in the
viewpoint/theory.
B. Basic Competencies
3.1 Implement social functions, text structures, and interlanguage elements of interaction
Oral text and written transactional involving the act of giving and requesting information
regarding identity and family relationships, in accordance with the context of its use.
(Note the linguistic possessive: subjective, objective, possessive)
 4.1 Compile the text of short and simple verbal transactional interaction involving the act
of giving and requesting information regarding identity, with respect to social functions,
text structures, and the correct and context-aware elements of the language

C. Objectives

The Students are able:

1. Using English in communicating about identity exposure with teachers and friends
2. To present politeness, caring and confident behavior in conducting communication
about identity exposure
3. Identifying social functions of text structure and of elements of the linguistic text of
self-exposure
4. Responding to the meanings of verbal and written self-disclosure text
5. Compose simple oral and written text about identity exposure

D. Learning Material
Expression:
- Hello, let me introduce myself..
- Hi, my name is...
- Good morning everyone, allow me to introduce myself, I am...
- I would like to introduce myself, my name is...
E. Strategies/Method/Learning Approach
1. Learning model discovery learnin
2. Method :
a. Speech
b. Question and answer
c. Disscussion
d. Assignment
F. Learning Activities

Activities Description Time allocation

Introduction 1. Teachers greet students to condition their a fun 5 Minutes
learning atmosphere.
2. Teachers check the list of student attandance.
3. The teacher asks one of the students to lead a
prayer before beginning learning activities.
4. The teacher checks the understanding competency
 that has been studied last meeting
5. The teacher conveys the material outline and
activities to be performed.
Core 1. Observing (observe) 10 Minutes
a. Students listen to audio recordings given by
teacher.
b. Students watch videos about conversations
identity
c. The teachers repeated it repeatedly, and
interactively invites students to observe clearly,
sentence by sentence, message content and
linguistic element used in presenting and
asking identity
2. Questioning (asking) 7 Minutes
a. Students ask for things that have not been
known about the linguistic in the self-exposure
text.
b. The students asks the difference between
identity in Indonesian Language and in
English.
c. Students ask for pronunciation and vocabulary
in self-exposure texts.
3. Collecting Data (exploration) 8 Minutes
a. Students independently and in groups look for
example text of identity.
b. Students practice speaking words/sentences
about identity exposure
c. Students try to introduce themselves orally.
4. Associating (associate) 10 Minutes
a. Students compare phrases to expose and
inquire about gathered form various sources.
b. Students get feedback from teachers and
friends about social functions and the linguistic
element used.
5. Communicationg (communicate)
a. Students strive to speak smoothly with speech,
word pressure, intonation correct and write
with spelling and correct punctuation, and
writings clear and tidy.
b. Students write down the problem use English
to expose the identity.
Closing 1. Students conclude learning materials that have 5 Minutes
been studied.
2. Students reflect the mastery of the material that has
been studied by making material mastery record.
3. Students perform the evaluation.
4. Students provide results feedback learning
evaluation.
5. Students agree on the task to be done in relation to
introductions.
G. Media, tools, and learning resources
- Media
Video self-introduces monologous and dialogue
- Tools
LCD Projector
LCD Projector Screen
Speaker
Paper Sheet
Laptop
- Learning sources
Introducing Yourself in English - Learn to speak english,
https://www.youtube.com/watch?v=4oceDC_w6uY
Access on April 9tht, 2020
Klippel, Friederike.1989. Keep Talking. Cambridge: Cambridge University Press.
H. Process Assessment and Learning Outcomes
Listening
Please Listen to the audio carefully and complete the following monologue. Hi, my name is
Shane. Shane Michael Peterson and (1)……. the United States. My (2)……… still live in
America. They live near Las Vegas. My sister, my little sister, she (3)…… in the great state
of Pennsylvania! And I haven't seen her for a long time… But I (4)….. in Seoul, South Korea
and uh, and I love it here. I'm having a great time. It's just me and my son and uh, (5)….. very
happy.

Key Answer:
1) I’m from
2) Mom and dad
3) Lives
4) Live
5) We’re

Essay
1) Please make a monologue to express an introduction to introduce yourself