English Lesson Plan on Expressions

LESSON PLAN 1
School Name : SMA N 7 PURWOREJO

Subject : English
Class / Program : XI / Science
Semester : 2
Year : 2013 / 2014
Time Allocated : 4 x 45 ‘
I. STANDARD OF COMPETENCY :
Listening
To understand transactional and interpersonal communication in the context of daily life.
II. BASIC COMPETENCY :
To respond to transactional (to get things done) and interpersonal (socialization) communication, both
formally and informally using simple, accurate, fluent, and acceptable oral language in the context of daily
life and involving the functions of: expressing approval/disapproval, love and sadness.
III.INDICATORS:
 To identify the relationship between the speakers.
 To identify the function of approval/disapproval of something.
 To respond to the function of approval/disapproval of something.
 To identify the functions of expressing sadness.
 To respond to the functions of expressing sadness.
 To identify the function of expressing love.
 To respond to the meaning of the function of expressing love.
 To identify the contexts of a certain situation.
 To identify the context of a certain situation in the expressions they have learned
cooperatively.
IV. GOAL OF TEACHING/LEARNING ACTIVITIES :
Students are able to:

 identify the relationship between the speakers
 identify the function of approval/disapproval of something
 respond to the function of approval/disapproval of something
 identify the functions of expressing sadness
 respond to the functions of expressing sadness
 identify the function of expressing love
 respond to the meaning of the function of expressing love
 identify the contexts of a certain situation
 To identify the context of a certain situation in the expressions they have learned
cooperatively.
V. MATERIALS :
 Expressing Approval/disapproval
Example:
A : I’m against the idea
B : I can’t agree more
 Expressing love
Example:
A : I love you
B : I love you too
 Expressing sadness:
Example:
A : This the lowest time in
my life
B : Take it easy
VI.TEACHING METHOD
 Demonstration
 Practice
 Assignment
VII.TEACHING / LEARNING ACTIVITIES :
Core Time
Lesson Teaching Activities
Value (minutes)
1. Introduction  Discipline
- Teacher Greets the students religiously.  Curious 10
- Teacher checks the students attendance and  Hard-
communicates creatively. (discipline) working
- Teacher asks the students about the previous materials  Creative
which relate to the materials they will learn.  Indepen-
- The teacher gives motivation to the students in learning dent
the topic he/she will give.  Commu-
- Teacher tells the students about the goal of nicative
teaching/learning activities and basic competency they
will attain.
- Teacher grows the students’ sense of wonder by asking
some questions related with the goal of the learning
topic. (curious)
Main Activities
Exploration:
- The teacher gives the explanation about the expressions
of approval/disapproval.
- In groups, the students do library study for identifying 70
many kinds of expression of approval/disapproval, and
their responses. (hardworking)
- The teacher asks the students to give examples of
expression used in that situation. (Creative)
Elaboration :
- The students listen to the interpersonal/transactional
conversation by using CD/cassette classically
- The students discuss the expressions used in the
conversation heard in pairs. (independent)
- The students discuss the responses given in the
expression heard.
- The teacher asks the students to make conversation in
pairs. (communicative)
- The students demonstrate their performance in front of
the class. The other students listen to the information.
- Confirmation :
- The teacher ask the students to review the expressions
they have learned.
- The teacher ends the lesson by asking the students to
make conclusion.
they have learned.
Closing:
- The teacher ask the students to make a brief resume
about the expressions they have learned. 10
- Post Test: Complete the blanks based on what the
students hear in the recording about the expressions of
approval/disapproval.
- Teacher tells the students about the goal of
will attain for the next meeting.
2 Introduction
- Teacher Greets the students religiously.  Discipline
- Teacher checks the students attendance and  Curious 10
communicates creatively. (discipline)  Hard-
- Teacher asks the students about the previous materials working
which relate to the materials they will learn.  Creative
- Teacher gives motivation to the students in learning the  Indepen-
topic he/she will give. dent
- Teacher tells the students about the goal of  Commu-
teaching/learning activities and basic competency they nicative
will attain.
topic. (curious)
Main Activities
Exploration:
- The teacher gives the explanation about the
expressions of love, and expressions of sadness.
- In groups, the students do library study for identifying
many kinds of expressions of love, and expressions of
sadness and their responses. (hardworking)
- The teacher asks the students to give examples of 70
Elaboration :
conversation heard in pairs. (independent)
expression heard.
pairs. (communicative)
- The students demonstrate their performance in front of
the class. The other students listen to the information.
- Confirmation :
they have learned.
make conclusion.
they have learned.
Closing:
about the expressions they have learned.
- Post Test: Complete the blanks based on what the
students hear in the recording about the expressions of
expressions of love, and sadness.
- Teacher tells the students about the program and the 10
goal of the learning topic he/she will teach in the next
meeting.
Structured assessment:
- Listen to English broadcasting news/stories/songs in
the radio and try to find the new words (for building
your vocabularies), to understand the contents of them
and the expressions you have already learned.
VIII. EVALUATION
The frame work of evaluation
School Name : SMA N 7 PURWOREJO Class /Program : XI / Science

Subject : English Semester : 2
No. Basic Class Type of Numbe

Materials Indicator
Competency /sem test r of test

1. To respond to XI/2 Expressing The students should Written A,B,C,
transactional (to Approval/disapprov be able to : test D,E.F
get things done) al  identify the
and interpersonal Example: relationship between
(socialization) A : I’m against the the speakers
communication, idea  identify the function
both formally and B : I can’t agree of
informally using more approval/disapproval
simple, accurate, of something
fluent, and  Expressing love  respond to the
acceptable oral Example: function of
language in the A : I love you approval/disapproval
context of daily B : I love you too of something
life and involving  identify the
the functions of:  Expressing sadness: functions of
expressing Example: expressing sadness
approval/disappro A : This the lowest  respond to the
val, love and time in functions of
sadness. my life expressing sadness
B : Take it easy  identify the function
of expressing love
 respond to the
meaning of the
function of
expressing love
 identify the contexts
of a certain situation
A. Complete the blanks based on what you hear in the recording.
Vita and Gita are browsing on the internet after school.
Vita : Hey, look what I found!

Gita : What is it?
Vita : It’s an article about planting and gardening.
Gita : Uhm ... seems like a good article. Can we copy it? If we copy and print it out,
we’ll be able to read it quite easily.
Vita : Great! That’s a good idea. You see now Gita, the internet provides you with
endless information.
Gita : That’s true! It is also easy to get the information, because we can print it out and
read it.
Vita : You’re right.
B. Underline the expression of approval/disapproval in the dialogue after you have filled in the blanks.
C. Here is a dialogue. Complete the blanks based on what you hear in the recording.
At the city morgue.
Mr William : Are you sure this our son? Can you ... (1) him? His face is broken awfully.
Mrs. William : I can’t believe that this is the body of Jody. But look at the ... (2) in the neck.
This is our son.
Mr. William : Oh, look! He has only one hand and one leg. Oh I’m sorry. I didn’t mean to ...
(3) you to come home. I ... (4). I really didn’t know that you had lost your arm
And leg. Oh …
Mrs. William : Why did he choose to commit a ... (5) ? We have made a big ... (6). Please
forgive me, son. We shouldn’t have to say badly to you.
Mr. William : He must have felt very sad because of our words when he called us. ... (7) to
treat him that way.
Mrs. William : Now we understand that we should love others without seeing their physical ...
(8).
Mr. William : Yes, you are right. We have learnt a lesson how to ... (9) others.
Mrs. William : Uh . . . well. Let’s take our son home and ... (10) him soon.
D. Underline the expression of feeling of love in the dialogue after you have filled in the blanks.
E. Here is a dialogue. Complete the blanks based on what you hear in the recording.
At the living room.
Ben : Amel, you look so ... (1). What happened?

Amelia : Something’s bothering me, Ben. Will you just ... (2)?
Ben : I am sorry to have bothered you then.
Amalia : No, I’m sorry for ... (3).
Well ... Erm ... I lost my money.
Ben : You did? The money for your ... (4)? How come?
Amelia : Sssh! ... (5) your voice! Yes, it was indeed for my school fee. I put it in my bag
pocket. I soon learnt that it’s ... (6) when I was in the canteen.
Ben : Did you ... (7) it somewhere or someone has stolen the money?
Amelia : I don’t know. Tomorrow I have to pay it because the semester test will be
coming ... (8).
Ben : Mm ... I see. Don’t be sad. I’ll help you. I’ll tell mom to ... (9) the way out.
Amelia : No, please don’t!! She will be angry.
Ben : Don’t worry dear, she won’t. I am going to ... (10). Just trust me, okay? Or
you’ve chosen to miss the test?
Amelia : OK then, thanks a lot. You’ve made a bit relieved now.
F. Underline the expression of sadness in the dialogue after you have filled in the blanks.
Scoring Rule
School Name : SMA N 7 PURWOREJO Class /semester : XI / 2

Subject : English Year : 2013/2014
Type of Test : Written test
No. Criteria Score
A.  The students are asked to complete the blanks based on what they 10
hear in the recording about the dialogue expressing
approval/disapproval.
B.  The students are asked to underline the expression of 10
approval/disapproval in the dialogue after they have filled in the
blanks.
C.  The students are asked to complete the blanks based on what they 10
hear in the recording about the dialogue expressing love.
D.  The students are asked to underline the expression of feeling of 10
love in the dialogue after they have filled in the blanks.
E.  The students are asked to complete the blanks based on what they
hear in the recording about the dialogue expressing sadness. 10
F.  The students are asked to underline the expression of sadness in
the dialogue after they have filled in the blanks. 10
Marks = (score gotten : maximum score) X 100

IX. SOURCE / MATERIAL / TEACHING AID
- Cassettes
- CD
- English Alive 2 for Senior High School grade XI – Yudhistira
- English Student Worksheet
Approved by the headmaster, Purworejo, January 2 , 2014
Subject teacher,
Padmo Sukoco,M.Pd Dra. Rahmi Bekti Utami

NIP 19640718 198703 1 010 NIP 19620529 198903 2 003
LESSON PLAN 2

Subject : English
Semester : 2
Year : 2013 / 2014
Speaking
To express transactional and interpersonal communication in the context of daily life.

Expressing the meaning of transactional and interpersonal dialog (to get things done) formal and informal by
using the simple oral language in the context of daily life which related to :
 approval/disapproval of something
 Expressing love
 Expressing sadness
III. INDICATORS
 To use the function of expressing approval/disapproval of something
 To respond to the function of approval/disapproval of something
 To use the function of expressing love
 To respond to the function of expressing love
 To use the function of expressing sadness
 To respond to the function of expressing sadness

 use the function of expressing approval/disapproval of something
 respond to the function of approval/disapproval of something
 use the function of expressing love
 respond to the function of expressing love
 use the function of expressing sadness
 respond to the function of expressing sadness
V. MATERIALS :
 Expressing Approval/disapproval
Example:
A : I’m against the idea
B : I can’t agree more
 Expressing love
Example:
A : I love you
B : I love you too
 Expressing sadness:
Example:
A : This the lowest time in
my life
B : Take it easy
VI. TEACHING METHOD
 Demonstration
 Practice
 Assignment
VII. TEACHING / LEARNING ACTIVITIES :
Core Time
Value (minutes)
1. Introduction
will attain.
topic. (curious)
Main Activities
Exploration:
expressions of approval/disapproval.
many kinds of expression of approval/disapproval and
their responses. (hardworking) 70
Elaboration :
conversation by using CD/cassette classically.
conversation heard in pairs. (Independent)
expression heard.
pairs. (Communicative)
- The students act out the dialog related to approval and
disapproval in front of the class. The other students
listen to the information.
Confirmation :
they have learned by summarizing the expression of
approval and disapproval from the video.
make conclusion.
Closing:
- The teacher ask the students to make a brief resume 10
- Post Test: create your own dialogue using the
expressions of “approval and disapproval”
after that practice them in front of the class!
- Teacher tells the students about the program and the
meeting.
2. Introduction
- Teacher Greets the students religiously.  Discipline 10
- Teacher checks the students attendance and  Curious
- Teacher asks the students about the previous materials Working
which relate to the materials they will learn.
- Teacher gives motivation to the students in learning the  Creative
topic he/she will give.  Indepen-
- Teacher tells the students about the goal of dent
teaching/learning activities and basic competency they  Commu-
will attain. nicative
topic. (curious)
Main Activities
Exploration:
expressions of love and expressions of sadness. 70
many kinds of expression of love and expressions of
sadness and their responses. (Hard working)
Elaboration :
conversation heard in pairs. (Independent)
expression heard.
pairs.
- The students act out the dialog related to the
expression of love in front of the class. The other
students listen to the information. (Communicative)
Confirmation :
by summarizing the expression of love from the video
they have learned.
make conclusion.
Closing:
- Post Test: create your own dialogue using 10
theexpression of love and expressions of sadness ”
meeting.
Structured Assessment:
Make a dialog by using the expressions of
approval/disapproval, expressions of love and
expressions of sadness based on the situation
given by the teacher and then present it in
front of the class.
VIII. EVALUATION

No. Basic Competency Class Materials Indicator Type of test Number

of test
/sem

1. Expressing the meaning XI/2 Expressing The students should performance A, B, C,
of transactional and Approval/disapprov be able to : D
interpersonal dialog (to al  use the function of
get things done) formal Example: expressing
and informal by using A : I’m against the approval/disapprov
the simple oral language idea al of something
in the context of daily B : I can’t agree  respond to the
life which related to more function of
approval/disapproval of approval/disappro
something, expressing  Expressing love val of
love, and expressing Example: something
sadness A : I love you  use the function of
B : I love you too expressing love
 respond to the
 Expressing sadness: function of
Example: expressing love
A : This the lowest  use the function of
time in expressing respond
my life to the function of
B : Take it easy expressing sadness
A. Read the short dialogues individually and pay attention to the expressions of approval
and disapproval!
1. Vina : What if we just download this article. Then save it onto a floppy disc.
Vita : Great! We can read it at home then.
Note: “Great” is an expression of approval. You say it to someone in an informal situation,

such as to your friends.
2. Secretary : In my opinion, this proposal is good enough.

Director : I don’t think I can give my approval. It needs revisions.
Note : “I don’t think I can give my approval” is an expression of disapproval. You say it to
someone in a formal situation.
B. Now, create your own dialogue using the expressions of “approval and disapproval”
C. Role-play: work with your friend to act out the following situation. Prepare for some minutes!
a. You heard that your good teacher passed away. You like him very much. He is one of your favourite teachers
at your school. You won’t be able to see him anymore. You feel deeply sad. Then, your friend comes to you
and you express your deep sadness.
b. Your friend borrowed your mathematics notebook and next week you will have a mathematics test. He told
you that he lost your notebook. You will feel very sad because the notebook is very important for you to
understand the mathematics lessons. You feel very sad. You sadness can be seen in your face. When your
mother / father (your friend’s role) comes to you, express your sadness.
c. You study at a popular college in Malaysia. You enjoy studying there. But suddenly you feel very sad
because there is a call from your hometown that your mother is badly sick. It is almost impossible for you to
go home because it is the time to have the semester test. Express your sadness to your friend when he / she
comes to see you.
D. Role-play: work with your friend to act out the following situation. Prepare for some minutes!
a. You pass the exam, and then your mother (or father) gives you a present ( a gift) for your success in the exam.
You feel that your parents love and care about you so much. Express your feeling.
b. Suppose you are already married to your beloved woman or man. Express your love to him / her because you
really love him / her. Tell him / her that your love is endless. (A female student may play a role of a man,
and vice versa.)
c. Suppose you are a parent of your only child (play a role as a mother / father). You love your son / daughter
very much. One day he / she wants to do bad things. Because you care and love him / her, you should
express your love and advice him / her not to do so.
d. (Create your own situation)
Scoring Rule

Type of Test : performance
No. Criteria Score
A. The students are asked to prepare themselves by reading the short 10

dialogues individually and pay attention to the expressions they have
learned (expression of approval/disapproval, love and sadness).
B. The students are asked to create their own dialogue using the
expressions they have learned (the expression of 15
approval/disapproval, love and sadness).
C. The students are asked to work with their friends to act out the
dialogue expressing approval/disapproval, love and sadness they 25
have created based on the situation given.
Marks = score gotten X 2
- Cassettes
- CD
Subject teacher,

NIP 19640718 198703 1 010 NIP 19620529 198903 2 003
LESSON PLAN 3

Subject : English
Semester : 2
Year : 2013 / 2014
Listening
To understand transactional and interpersonal communication in the context of daily life.

To respond to transactional (to get things done) and interpersonal (socialization) communication, both
formal and informal using simple, accurate, fluent, and acceptable oral language in the context of daily life
and involving the functions of: expressing embarrassment, anger and annoyance
III. INDICATORS
 To identify the meaning of the function of expressing embarrassment
 To respond to the function of expressing embarrassment
 To identify the meaning of the function of expressing anger
 To respond to the function of expressing anger
 To identify the meaning of the function of expressing annoyance
 To respond to the function of expressing annoyance

 identify the meaning of the function of expressing embarrassment
 respond to the function of expressing embarrassment
 identify the meaning of the function of expressing anger
 respond to the function of expressing anger
 identify the meaning of the function of expressing annoyance
 respond to the function of expressing annoyance
V. MATERIALS :
 Expressing embarrassment
Example:
A : I was so embarrassed
B : I don’t think it’s a big deal
 Expressing anger
Example:
A : There is nothing to talk about. Get out of here!
B : If you say so
 Expressing annoyance
Example:
A : I can’t take this anymore
B : Sorry about that
VI. TEACHING METHOD
 Demonstration
 Practice
 Assignment
Lesson Teaching Activities Core Time

Value (minutes)
- Teacher gives motivation to the students in learning dent
will attain.
- Teacher grows the students’ sense of wonder by
asking some questions related with the goal of the
learning topic. (curious)
Main Activities
Exploration:
expressions of embarrassment. 70
- In groups, the students do library study for
identifying many kinds of expression of
embarrassment and their responses. (Hard
working)
Elaboration :
conversation heard in pairs.(Independent)
expression heard.
- The teacher asks the students to make conversation
in pairs.
- The students demonstrate their performance in front
of the class. The other students listen to the
information. (Communicative)
Confirmation :
they have learned.
make conclusion.
they have learned.
Closing:
10
- Post Test: Complete the blanks based on what you
hear in the recording and then underline the
expression of embarrassment.
goal of the learning topic he/she will teach in the
next meeting.
the topic he/she will give.
will attain.
Main Activities
Exploration:
expressions of anger and expressions of annoyance. 70
identifying many kinds of expressions of anger, and
expressions of annoyance and their responses. (Hard
working)
Elaboration :
conversation heard in pairs.(Independent)
expression heard.
in pairs.
Confirmation :
they have learned.
make conclusion.
they have learned.
Closing:
10
- Post Test: Complete the blanks based on what you
hear in the recording and then underline expressions
of anger and annoyance.
next meeting.
- Listen to English broadcasting news/stories/songs in
the radio and try to find the new words (for building
your vocabularies), to understand the contents of
them and the expressions you have already learned.
VIII. EVALUATION

No. Basic Class/ Type of test Number

Materials Indicator of test
Competency sem
1. To respond to XI/2  Expressing The students should Written test A,B,C,
transactional embarrassment be able to : D,E.F
(to get things Example:  identify the
done) and A : I was so meaning of the
interpersonal embarrassed function of
(socialization) B : I don’t think expressing
communicatio it’s a big deal embarrassment
n, both  respond to the
formally and  Expressing anger function of
informally Example: expressing
using simple, A : There is embarrassment
accurate, nothing to talk  identify the
fluent, and about. Get out meaning of the
acceptable oral of here! function of
language in B : If you say so expressing
the context of anger
daily life and  Expressing  respond to the
involving the annoyance function of
functions of: Example: expressing
expressing A : I can’t take this anger
embarrassment anymore  identify the
, anger and B : Sorry about meaning of the
annoyance. that function of
expressing
annoyance
 respond to the
function of
expressing
annoyance
Test for Students grade XI
A. Here is a dialogue. Complete the blanks based on what you hear in the recording.
Judie : You won’t ... (1) what’s happened to me.

Pinkan : What is it?
Judie : I am not sure I want to tell you about it.
Pinkan : Come on, you’ve made me ... (2). What happened to you anyway?
Judie : OK. Last night I went to buy a watch. I soon picked out one and asked the shop assistant
to cut the strap since it was too big for my wrist. It looked great on ... (3) after the cut.
Pinkan : Then?
Judie : I rushed to the cashier. Standing in line, I watched an old man ...(4) his Rp 150.000,- to
the cashier for a freaky watch. I whispered to myself, “Why on earth does this old man
spend much money on a ... (5) crap?”
Pinkan : Why did you think that way?
Judie : Just because I would get a ... (6) watch only with Rp 21.000,-.
Pinkan : That’s totally cheap. Then what?
Judie : I had my turn and waited for the cashier to declare how much I should pay. But you
know what?
Pinkan : You left your wallet at home?
Judie : No, the price was ...(7) bigger than what I saw on the display.
Pinkan : Was it? How could that happen?
Judie : I clearly ... (8) the real price. I thought it was Rp21.000,- yet it is Rp210.000,-.
I missed the fourth nought.
Pinkan : Oh my God, what did you do then?
Judie : I apologized to the cashier, whom I thought the owner, and ... (9) out of the place.
I got my bike and rode away.
Pinkan : That’s so ... (10)!
Judie : It surely is. I’ve disgraced my self, for sure.
B. Underline the expression of embarrassment in the dialogue after you have filled in the blanks.
C. Here is a dialogue. Complete the blanks based on what you hear in the recording.
a. In the classroom
Debby : Is this your book, Mila?

Mila : Oh yes. But why ... (1) it? I can’t stand it when you took my book
without ... (2).
Debby : Oh it’s not that way. I’d like to discuss this matter.
Mila : Okay. What can you ... (3)?
Debby : I didn’t steal your book. Yesterday I ... (4) on the table
when the students had all gone home.
Mila : Is that so?
Debby : Yes, it’s true.
Mila : Oh, I am very sorry, then. ... (5).
Debby : Don’t worry. It’s not a big deal.
b. Someone is entering Mr. Leave’s garden. Mr. Leave is irritated of it.
Mr. Leave : Can you see the man in garden? I wished I could have a ... (1) here,
but what do I have? Everyone comes into my home. ... (2) when
a stranger ... (3) and broke my privacy.
Mrs. Leave : I don’t like that either. Our home is not ... (4). I can’t stand hearing
everyone’s voice outside.
Mr. Leave : I’d like to discuss this matter. How do we get rid of them? Let me see ... how
about meeting them and ask what they want?
Mrs. Leave : ... (5). All right, I’ll help you make it.
D. Underline the expression of anger in the dialogue after you have filled in the blanks.
E. Here is a dialogue. Complete the blanks based on what you hear in the recording.
In the livingroom
Liz : (While watching TV) Look! The movie is good. It’s about the monster that ... (1) a city.
Andy : (While reading a book) Oh. That’s ... (2). It’s my favourite movie.
Liz : So come here to see the movie.
Andy : Oh. I am very sorry. I have to study.
Liz : You can do that later after the movie.
Andy : Yes, that’s a good idea. ... Emm, but I’ll have ... (3). If I really watch the movie,
I’ll be ... (4) after that and I won’t study.
Liz : Come on. ... (5). It’s already started. What are you waiting for?
Andy : No, Liz. I won’t watch TV now. I have no more time to study for tomorrow’s test.
Would you please ... (6) the TV’s volume?
Liz : Yes. But it won’t be interesting. I cannot ... (7) the movie with such a ... (8).
Andy : Oh, Liz. It really ... (9) me. Please turn down the volume.
Liz : What?
Andy : (Speaking more loudly) Turn down the volume!
Liz : Oh Yes. How about this?
Andy : Yes, that’s enough. But, ... (10), don’t shout or make any noise.
F. Underline the expression of annoyance in the dialogue after you have filled in the blanks.
Scoring Rule

No. Criteria Score

A. The students are asked to complete the blanks based on what 10
they hear in the recording about the dialogue expressing
embarrassment.
B. The students are asked to underline the expression of 10

embarrassment in the dialogue after they have filled in the
blanks.
C. The students are asked to complete the blanks based on what 10

they hear in the recording about the dialogue expressing anger.
D. The students are asked to underline the expression of anger in 10

the dialogue after they have filled in the blanks.
E. The students are asked to complete the blanks based on what 10

they hear in the recording about the dialogue expressing
annoyance.
F. The students are asked to underline the expression of annoyance 10

in the dialogue after they have filled in the blanks.
Marks = (score gotten : maximum score) X 100
- Cassettes
- CD
Subject teacher,

NIP 19640718 198703 1 010 NIP 19620529 198903 2 003
LESSON PLAN 4

Subject : English
Semester : 2
Year : 2013 / 2014
Speaking
To express transactional and interpersonal communication in the context of daily life.
To express simple transactional and interpersonal communication both formally and informally in accurate,
fluent, and acceptable way, in the context of daily life involving the functions of expressing embarrassment,
anger and annoyance
III. INDICATORS
 To use the function of expressing embarrassment
 To respond to the function of embarrassment
 To use the function of expressing anger
 To respond to the function of anger
 To use the function of expressing annoyance
 To respond to the function of annoyance

 use the function of expressing embarrassment
 respond to the function of embarrassment
 use the function of expressing anger
 respond to the function of anger
 use the function of expressing annoyance
 respond to the function of annoyance
V. MATERIALS :
 Expressing embarrassment
Example:
A : I was so embarrassed
B : I don’t think it’s a big deal
 Expressing anger
Example:
A : There is nothing to talk about. Get out of here!
B : If you say so
 Expressing annoyance
Example:
A : I can’t take this anymore
B : Sorry about that
VI. TEACHING METHOD
 Demonstration
 Practice
 Assignment
Core Time
Lesson Teaching Activities (minutes)
Value
1. Introduction
- Teacher gives motivation to the students in learning  Indepen-
the topic he/she will give. dent
will attain.
Main Activities
Exploration:
- The teacher gives the explanation about the 70
expressions of embarrassment and expressions of
anger.
identifying many kinds of expressions of
embarrassment and expressions of anger. (Hard-
Working)
Elaboration :
conversation heard in pairs.
expression heard.
in pairs. (Independent)
expressions of embarrassment and expressions of
anger in front of the class. The other students listen
to the information. (Communicative)
Confirmation :
they have learned by summarizing the expression of
embarrassment from the video.
make conclusion.
Closing:
about the expressions they have learned. 10
expressions of “embarrassment and anger”
next meeting.
2. Introduction  Discipline 10
- Teacher Greets the students religiously.  Curious
will attain.
Main Activities
Exploration:
expressions of annoyance.
many kinds of expression of annoyance and their
responses. (Hardworking) 70
Elaboration :
conversation heard in pairs.
expression heard.
in pairs. (Independent)
expression of annoyance in front of the class. The
other students listen to the information.
(Communicative)
Confirmation :
by summarizing the expression of annoyance from
the video they have learned.
make conclusion.
Closing:
10
expressions of “annoyance”
next meeting.
- Making a dialog by using expressions of
embarrassment, expressions of anger and
expressions of annoyance based on the situation
given by the teacher and then present it in front of
the class.
VIII. EVALUATION

No. Basic Competency Class Type of test Number

Materials Indicator
/sem of test
Expressing
1. To express simple XI/2 embarrassment The students should performance A, B, C
transactional and Example: be able to :
interpersonal communication A : I was so  use the function of
both formally and informally embarrassed expressing
in accurate, fluent, and B : I don’t think embarrassment
acceptable way, in the it’s a big deal  respond to the
context of daily life function of use
involving the functions of Expressing the function of
expressing embarrassment, anger expressing l
anger and annoyance . Example: embarrassment
A : There is o
nothing to  respond to
talk about. the function of
Get out of expressing anger.
here!  use the function
B : If you say so of
expressing
Expressing respond to the
annoyance function of
Example: expressing
A : I can’t take annoyance.
this anymore
B : Sorry about
that
A. Read the short dialogues individually and pay attention to the expressions of embarrassment!
When someone or something embarrasses you, what would you say?
Mr. Darwis : How much is it?

Cashier : Fourty-five thousand rupiahs, please.
Mr. Darwis : Gosh! Where is my wallet? I can’t find it.
Cashier : Are you sure you had it with you?
Mr. Darwis : How embarrassing! I am so sorry.
 Sometimes we do something that puts us in a situation of embarrassment. The condition

around us comes to be so uneasy because of what we did on something or to other
people.
We feel a splash of sudden discomfort that we hope to disappear from where we are.
Now, create your own dialogue using the expressions of “embarrassment”
B. Read the short dialogues individually and pay attention to the expressions of anger!
When someone or something makes you angry, what would you say?
At a work place
Mr. Jody : It burns me up when you work too slowly.

Yoko : I’m sorry, sir. The job is pretty hard for me.
Mr. Jody : You have completed the training, haven’t you?
Yoko : Yes, I have, sir. But . . .
Mr. Jody : Can you work faster? Otherwise we can lose the customers!
Yoko : I’ll try my best, sir.
 Sometimes we face something that is out of our expectation. We really don’t want it to happen.
We get disappointed with the situation. If we can control ourselves, we won’t get angry.
However, sometimes we can’t control the feeling of anger.
Now, create your own dialogue using the expressions of “anger”
C. Role-play: play some roles in the following situations. Create some dialogues. However, you can make
your own situation if you think it is better. Act out the situation as if you were in the real situation.
Your language, gesture and expressions will contribute to your performance.
 You are on a trip to Jakarta (or another city). You go by bus.Someone (your friend’s role) beside you is
smoking badly. The smoke really disturbs you. You get cough. Express your feeling of annoyance.
 You are going camping on a mountain. When you are going to sleep, some mosquitoes disturb you.
They really make a bad noise. Express your feeling of annoyance to your friend.
 You are coming to your friend’s house. You go there to borrow Math book because yesterday you didn’t
go to school. When you are in his / her house, your friend’s cat always follows you and touches her body
to your feet. You feel irritated. Express it to your friend.
 (Your own situation)
Scoring Rule

No. Criteria Score
A. The students are asked to prepare themselves by reading the short 10

dialogues individually and pay attention to the expressions they have
learned (expression of embarrassment, anger and annoyance ).
B. The students are asked to create their own dialogue using the
expressions they have learned (the expression of embarrassment, anger 15
and annoyance ).
C. The students are asked to work with their friends to act out the dialogue
expressing embarrassment, anger and annoyance they have created 25
based on the situation given.
- Cassettes
- CD

Subject teacher,

NIP 19640718 198703 1 010 NIP 19620529 198903 2 003
LESSON PLAN 5

Subject : English
Semester : 2
Year : 2013 / 2014
Listening
To understand simple, short, functional texts and simple monologue texts in the genres of report,
narrative, spoof and hortatory exposition in the context of daily life.
To respond to transactional and interpersonal communication, both formal and informal using simple,
accurate, fluent, and acceptable oral language in the context of daily life.
III. INDICATORS
 identify the topic of a short functional text
 identify certain information of the text
 identify the purpose of communication of the functional text

 identify the topic of a short functional text
 identify certain information of the text
 identify the purpose of communication of the functional text
V. MATERIALS :
- Short functional text
(oral announcement)
VI. TEACHING METHOD
 Demonstration
 Practice
 Assignment
Core Time
Value (minutes)
will attain.
Main Activities
Exploration:
- The teacher gives the explanation about short
functional text (oral announcement).
identifying many kinds of short functional text (oral
announcement). (Hardworking)

oral announcements used in certain situations.
(Creative)
- The teacher gives the explanation about the Narrative
Text.
identifying many kinds of Narrative text.
(Hardworking)
Narrative Text. (Creative)
Elaboration : 70
oral announcement by using CD/cassette classically.
- The students discuss the expressions used in oral
announcement heard in pairs.
- The teacher asks the students to make oral
announcement in pairs. (Independent)
- The students listen to the Narrative Text by using
CD/cassette classically.
- The students complete the Narrative text while
listening to the text.
- The students discuss the Narrative Text heard.
- The students discuss the content of the Narrative
Text heard. (Independent)
- The teacher asks the students to answer the questions
based on the text heard.
Confirmation :
(oral announcement) they have learned.
make conclusion.
(oral announcement) they have learned.
- The teacher ask the students to review the text they
have learned.
make conclusion.
- The teacher ask the students to review the narrative
text they have learned.
Closing:
about the expressions (oral announcement) they
have learned.
10
about the Text they have learned.
- Post Test: complete the blanks based on what you
hear in the recording about the Narrative Text and
answer the questions based on the text you have
heard.
next meeting.
communicates creatively. (discipline) Working

will attain.
Main Activities 70
Exploration:
- The teacher gives the explanation about the Spoof
Text.
identifying many kinds of Spoof text. ).
(Hardworking)
Spoof text. (Creative)
Elaboration :
- The students listen to the Spoof Text by using
- The students complete the Spoof text while listening
to the text.
- The students discuss the Spoof Text heard.
(Independent)
- The students discuss the content of the Spoof Text
heard. (Independent)
Confirmation :
have learned.
make conclusion.
- The teacher ask the students to review the Spoof text
they have learned.
Closing:
10
hear in the recording about the Spoof Text and
answer the questions based on the text you have
heard.
next meeting.
3 Introduction  Discipline
will attain.
Main Activities
Exploration:
Hortatory exposition Text. 70
identifying many kinds of Hortatory exposition text.
(Hardworking)
Hortatory exposition text. (Creative)
Elaboration :
- The students listen to the Hortatory exposition Text
by using CD/cassette classically.
- The students complete the Hortatory exposition text
while listening to the text.
- The students discuss the Hortatory exposition Text
heard.
(Independent)
- The students discuss the content of the Hortatory
exposition Text heard. (Independent)
Confirmation :
have learned.
make conclusion.
- The teacher ask the students to review the Hortatory
exposition text they have learned.
Closing:
hear in the recording about the Hortatory Exposition
10
Text and answer the questions based on the text you
have heard.
next meeting.
VIII. EVALUATION

No. Basic Competency Class Type of Numbe

Materials Indicator
/sem test r of test
1. To respond to XI/2 Short Functional The students should Written A,B,C,

transactional and Text (oral be able to : test D,E.F
interpersonal announcement)  identify the
communication, topic of a short
both formal and functional text
informal using Narrative Text  identify certain
simple, accurate, information of the
fluent, and text
acceptable oral  identify the
language in the Spoof Text purpose of
context of daily communication of
life. the functional text
Evaluation:
A. Listen carefully to your teacher and complete the text!
Alphonso and the One Legged Goose
A long ago there lived a … (1) named Alphonso. He was such a good cook that the King asked him to
work in his palace. Alphonso was very pleased to go. And he spent many happy months under the King’s … (2).
One day the King called Alphonso to him. “Today I want you to cook the best goose I have ever …
(3),”he said.
Alphonso was very excited. Then he went to the market and bought a … (4) goose. As soon as he was
back in the kitchen he plucked all the bird’s feathers. Then he cleaned it and popped in into the oven.
Before long a delicious smell came from the kitchen. It made everyone’s … (5). And one by one came to
ask what it was. Alphonso showed them the roasted goose. It was golden brown and … (6). Everyone who saw it
was tempted to take a bite, even Alphonso. But he pretended not to like it.
However, once he was alone he could not stop himself from tasting it. Quickly he pulled off a leg and …
(7) it up. “Hmmm,” he sighed. “Even if I say so myself, that is the best roasted goose I have ever tasted!”
He looked … (8) at the other leg. Suddenly he had an awful thought. The goose had only one leg! What
would the King say to a one-legged goose for lunch?
Alphonso was very worried. “What shall I do? It’s too late to cook another one,” he thought. Then he
had an idea. He turned the goose on it’s side so that no one could see a leg was … (9).
In the afternoon he set it before the King. The King seemed … (10). But Alphonso did not wait for him
to taste it. He hurried out of the room. He was so afraid that his knees knocked. The King would be … (11). And
he was. He came shouting into the kitchen. “Why is one leg of this goose missing?”
Alphonso shrank back into a corner. He said the first thing that came to his mind. “It … it is a one-
legged goose, your … (12)!”
“A one-legged goose? There aren’t one-legged geese!”
Alphonso had to think fast. Then he remembered what he had seen the day before. “Come with me, Sir.
I’ll show you.” So the King followed Alphonso into the palace garden and to the lake. A goose was standing on
… (13). Its head was tucked under its wing and one leg was pulled up into its feathers.
The King looked at it curiously. Suddenly he gave a loud shout. The startled bird … (14) its wings and
flew up into the sky. Its two legs showed clearly.
“Now I’m really in trouble,” thought Alphonso. He stole a glance at the King. And what a surprise he
had! The King was shaking with laughter!
“You may be a fine cook,” the King laughed. “But you’re the … (15) in the world!”
B. Answer the questions based on the listening text you have listened!
1. Who are the main participants of the story?
2. What is the meaning of ‘under the King’s roof’?
3. Who was Alphonso?
4. What did the King ask Alphonso to do one day?
5. What made everyone’s mouth-water?
6. Why did the goose have only one leg?
7. What is the meaning of “Even if I say so myself, that is the best roasted goose I’ve ever tasted!”?
8. How was the roasted goose?
9. According to the King, Alphonso was the fine cook but he was the worst liar. Find the
Sentence in the text!
10. What is the meaning of “Now I’m really in trouble,” thought Alphonso?
C. Listen carefully to your teacher and complete the text!
Green, Pink, and Yellow
Can you mention the colours in English? Yes, you are right. Blue, red, yellow, and so on. By the way, I
have a funny story about the colours. Do you want to hear it? O.K. listen to me carefully.
One day, an English teacher … (1) about colours to his students.
After he had … (2) explaining, he asked his student. “Who can make a sentence using the words … (3),
… (4), and … (5)?”
James, the … (6) student in the class, quickly … (7) his hand and answered, “When the yellow morning
sun comes, I see a beautiful girl wearing a pink … (8) walking through the green grass.” “… (9)! James, you are
a very good student,” … (10) the teacher.
“Me, me, sir”, Johny, the … (11) student in the class said while raising his hand. And then he said,” I
heard the telephone … (12) green…green, then I pink up the receiver and said, “Yellow, who’s speaking there?”
D. Answer the questions based on the listening text you have listened!
1. Who were the participants of the story?
2. Where do you think the story happened?
3. When did the story happen?
4. What tense is mostly used in the sentence?
5. Which part of the story is funny?
6. How many events are there in the story?
7. Why do you think the story is funny?
8. What is the purpose of the writer telling the story?
E. Listen to the short announcement and answer the questions below by choosing A, B, C, D, or E!
1. Where is the announcement?

A. In the train. D. In the Cinema.
B. In the bus. E. In the airport.
C. On the plane.
2. What kind of flight is it?
A. HI 221. D. GA 221.
B. HI 231. E. GA 220.
C. GA 231.
3. How long does the flight need to reach London?

A. 16 hours. D. 19 hours.
B. 17 hours. E. 90 hours.
C. 18 hours.
4. Which statement is true according to the announcement?

A. Rosiana is one of the passengers.
B. The flight is from London to Indonesia.
C. You can’t smoke in this flight.
D. You can smoke in this flight.
E. It needs two hours to reach London.
5. When will the school trip be held?

A. 22nd October 2006. D. 10th October 2007.
nd
B. 22 October 2007. E. 12nd October 2007.
nd
C. 2 October 2007.
6. What time will the students depart from their school?

A. At 10.00 a.m. D. At 10.00 p.m.
B. At 07.00 p.m. E. At 08.00 a.m.
C. At 07.00 a.m.
7. How much should the students pay for the trip?

A. Rp. 70,000.00. D. Rp. 75,000.00.
B. Rp. 73,000.00. E. Rp, 55,000.00
C. Rp. 77,000.00.
8. Where is this announcement possibly announced?

A. In the aircraft. D. In the station.
B. In the bus. E. In the ship.
C. In the train.
9. What is the announcement about?

A. The flight on the danger. D. Everyone should be careful.
B. How to put the life jacket. E. How to use the life.
C. How to use seat belt.
10. Who is probably making this announcement?

A. The pilot. D. The assistant.
B. The driver. E. The captain.
C. The stewardess.
Scoring Rule

No. Criteria Score
A. The students are asked to complete the blanks based on what 15

they hear in the recording about the Narrative Text.
B. The students are asked to answer the questions based on the text 10
they have heard.
C. The students are asked to complete the blanks based on what 12

they hear in the recording about the Spoof Text.
D. The students are asked to answer the questions based on the text 8
they have heard.
E. The students are asked to choose the best answer based on the 10
oral announcement they have heard.
Marks = (score gotten X 20) : 11
- Cassettes
- CD

Subject teacher,

NIP 19640718 198703 1 010 NIP 19620529 198903 2 003
LESSON PLAN 6

Subject : English
Semester : 2
Year : 2013 / 2014
Speaking
To express simple, short, functional texts and simple monologue texts in the genres of report, narrative, spoof
and hortatory exposition in the context of daily life

To express simple, oral, short, functional texts, e.g. banner, poster, pamphlet, etc. , both formal and informal,
accurately, fluently, and acceptably in the context of daily life.
III. INDICATORS :
 To identify the topic of a short functional text
 To identify certain information of the text
 To identify the purpose of communication of the functional text
 To use spoken language for conveying short functional texts

 To identify the topic of a short functional text
 To identify certain information of the text
 To identify the purpose of communication of the functional text
 To use spoken language for conveying short functional texts
V. MATERIALS :
- Short functional text
(oral announcement)
- Genres (Hortatory Exposition)
VI. TEACHING METHOD

 Demonstration
 Practice
 Assignment
Core Time
Value (minutes)
1. Introduction
will attain.
topic. (curious)
Main Activities
Exploration:
- The teacher gives the explanation about the Hortatory
Text.
many kinds of Hortatory Exposition Text. (Hard
Working)
- The teacher asks the students to give examples
Hortatory Exposition Text. (Creative)
- 70
Elaboration :
- The teacher ask the students to practice the monologue
text (Hortatory Exposition) Text with good
pronunciation. (Independent)
- The teacher ask the students to answer the questions
based on the Text they have just practiced.
- The teacher ask the students to change this hortatory
exposition in written text (in the letter) into spoken text
and then read it in front of the class. (Communicative)
- The teacher ask the students to write a hortatory
exposition text by using many sources to get the data,
and change it into spoken text and then read it in front
of the class. (creative)
Confirmation :
- The teacher ask the students to review the hortatory
make conclusion.
Closing:
about the hortatory exposition text they have learned.
about the short functional text (oral announcement) they
have learned.
- Post Test: write a hortatory exposition text by using
many sources to get the data, and change it into spoken
text!
meeting.
2. Introduction
will attain.
topic. (curious)
Main Activities
Exploration:
- The teacher gives the explanation about the short
many kinds of short functional text (oral
announcement). (Hardworking)
- The teacher asks the students to give examples of short
functional text (oral announcement) used in certain
situations. (Creative)
Elaboration :
- The students listen to the interpersonal/transactional of 70
short functional text (oral announcement) by using
- The students discuss the short functional text (oral
announcement) heard in pairs.
- The students discuss the content of the short functional
text (oral announcement) heard. (Communicative)
- The teacher asks the students to make the short
functional text (oral announcement) based on the
situation given in pairs. (independent)
Confirmation :
- The teacher ask the students to review the short
make conclusion.
Closing:
about the short functional text (oral announcement) they 10
have learned.
- Post Test: make an announcement based on the topic
given on a sheet of paper.
meeting.
- Answering the questions about the content of the short
functional written text (e.g. banner, poster, pamphlet
etc.)
VIII. EVALUATION


Materials Indicator
/sem of test
1. To express simple, XI/2 - Short functional The students should performance A, B, C,

oral, short, Text (oral be able to : D, E.
functional texts, announcement)  To identify the
e.g. banner, poster, topic of a short
pamphlet, etc. , - Genres (hortatory functional text
both formal and exposition)  To identify certain
informal, information of the
accurately, fluently, text
and acceptably in  To identify the
the context of daily purpose of
life. communication of
the functional text
 To use spoken
language for
conveying short
functional texts
Evaluation:
A. Practice the monologue text below with good pronunciation! This is a spoken Hortatory exposition
text.
Parents’ Role in Controlling Drug Abuse among Teenagers
Ladies and gentlemen,
Today, parents’ ignorance seems to be one of the causes of the increasing number of drug abuse cases
among teenagers.
Firstly, when parents are too busy with their business, they have less time for their children. Anyhow,
children need their parents’ time to get along with them. Parents and children can communicate with each other
when both meet and share ideas and experiences in their daily life. When the teenagers have a problem, and
there is no good communication, the parents may not know what to do and the problem may get worse.
Secondly, today, more parents, who are busy or not, give less care, love and attention to their teenagers.
This situation is not good for their psychological development. When parents do not care about them, they will
look for care from other people. Then, they will follow those who give them some care. They think that their
friends care more about them than their parents. This can be the start of the drug abuse.
Thirdly, some parents hold wrong perception about formal school education and the effect of the society
where their children live in. Parents assume that school education is enough to control and educate their children.
They hope too much on the success of the formal education. They do not think that social life of their teenagers
outside the school is more dominant to influence their growth. When parents do not care and control where, how
and with whom their children go and get along, the teenagers will become the victims of the drug abuse that
exists in the society.
Based on the arguments, parents should care and control their children to avoid drug abuse among
teenagers. In addition, the teenagers should try to understand that they must be cautious. When their parents do
not really care about them, they should control themselves.
B. Answer the questions based on the text!

1. What is the importance of communication between parents and children?
2. What is the effect when parents give less love and care to their teenagers?
3. Do you think that formal school is enough to control and educate the teenagers?
Can the formal schools protect the teenagers from using drugs? Why?
4. What should parents do to prevent drug abuse among teenagers?
5. What should teenagers do when their parents are too busy and do not really care about them in order that
they are safe?
C. Change this hortatory exposition in written text (in the letter) below into spoken text, and then read in
front of the class!
Dear Sir,
On behalf of the residents of the city of Cilegon, I would like to express our concern at
the unreasonable amount of pollution created by the steel works in our area.
The pollution is increasing and causing many problems for the neighbourhood. The
sulphur fumes cause breathing difficulties when the wind blows. The ash from the
stack makes the washing dirty. The coal trucks are running the roads and making sleep
impossible for shift workers.
We would like to suggest that an enquiry be held into the running of the steel mills and
the impact on the local community.
We hope that you will give this matter serious consideration at your next meeting.
Yours sincerely,
Bimo
D. Write a hortatory exposition text, use many sources to get the data, and change it into spoken text
and then read in front of the class!
E. Choose a topic.
Make an announcement on a sheet of paper. Read your work aloud using proper
pronunciation!
ANNOUNCEMENT
1. You are a headmaster.

There will be a teachers’ meeting tomorrow at 11:00 a.m.
The students may go home early.
What would you write?
2. You are a class captain.

There will be a flag ceremony for the Indonesia’s Independence Day.
All students must wear uniforms with ties and caps.
3. You are the chief of the English speaking club.

There will be a program on Monday at 03:00 p.m.
4. You are the captain of a basketball club.

On Saturday, the basketball matches will run from 09:00 a.m. to 11:00 a.m.
If the students need more information, they can contact Vita.
5. You are the owner of a store.

A customer has lost her son in the sporting goods section.
The boy is wearing a blue and white sweat shirt, and tan pants.
He is also wearing a black and white baseball cap.
Scoring Rule

No. Criteria Score
A.  The students are asked to practice the spoken monologue text with 5
good pronunciation.
B.  The students are asked to answer the questions based on the text 10
they have read.
C.  The students are asked to change the hortatory exposition in written
text (in the letter) into spoken text, and then read it in front of the 5
class!
D.  The students are asked to write a hortatory exposition text by using 20
many sources to get the data, and change it into
spoken text and then read it in front of the class!
E.  The students are asked to make an announcement based on the topic 10
given on a sheet of paper.
- Cassettes
- CD

Subject teacher,

NIP 19640718 198703 1 010 NIP 19620529 198903 2 003
LESSON PLAN 7

Subject : English
Class / Program : XI / Scence
Semester : 2
Year : 2013 / 2014
Listening
To understand simple, short, functional texts and simple monologue texts in the genres of narrative, spoof
and hortatory exposition in the context of daily life.
To respond to simple texts accurately, fluently, and acceptably in the genres of narrative, spoof and
hortatory exposition in the context of daily life.
III. INDICATORS :
 to identify the main idea of hortatory exposition
 to identify the characters of the story
 to identify the events in the text
 to identify the part of the story which is funny
 to identify the resolution of the story
 to identify the cases of the text
 to identify the arguments in the text

 to identify the main idea of hortatory exposition
 to identify the characters of the story
 to identify the events in the text
 to identify the part of the story which is funny
 to identify the resolution of the story
 to identify the cases of the text
 to identify the arguments in the text
V. MATERIALS :
 Oral text of narrative
 Oral text of spoof
 Oral text of hortatory exposition
VI. TEACHING METHOD :

 Demonstration
 Practice
 Assignment
Core Time
Value (minutes)
1. Introduction
- Teacher asks the students about the previous working
materials which relate to the materials they will learn.  Creative
- Teacher gives motivation to the students in learning  Indepen-
the topic he/she will give. dent
teaching/learning activities and basic competency nicative
they will attain.

Main Activities
Exploration:
- The teacher gives the explanation about the narrative
text.
identifying many kinds of narrative text.
(Hardworking) 70
narrative text. (Creative)
Elaboration :
- The students listen to the narrative text by using
- The students discuss the narrative text heard in
pairs. (Communicative)
- The students discuss the content of the narrative text
they have just heard.
- The teacher asks the students to answer the
questions based on the narrative text they have just
heard individually. (Independent)
- Confirmation :
- The teacher ends the lesson by asking the students
to make conclusion.
Closing:
about the the narrative text they have learned.
- Post Test: listen carefully to the teacher and
complete the narrative text and answer the 10
questions based on the text they have completed.
next meeting.
2. Introduction  Discipline 10
- Teacher asks the students about the previous  Creative
materials which relate to the materials they will learn.  Indepen-
teaching/learning activities and basic competency
they will attain.
Main Activities
Exploration:
- The teacher gives the explanation about the spoof
text. 70
identifying many kinds of spoof text.
(Hardworking)
spoof text. (Creative)
Elaboration :
- The students listen to the spoof text using
CD/cassette classically
- The students discuss the spoof text heard in pairs.
- The students discuss the content of the spoof text
they have just heard. (Communicative)
questions based on the spoof text they have just
heard individually. (Independent)
- Confirmation :
- The teacher ask the students to review the spoof text
they have learned.
to make conclusion.
they have learned.
Closing:
about the the spoof text they have learned.
complete the spoof text and answer the questions 10
based on the text they have completed.
next meeting.
3 Introduction  Discipline
- Teacher checks the students attendance and  Hard- 10
- Teacher asks the students about the previous  Creative
materials which relate to the materials they will learn.  Independent
- Teacher gives motivation to the students in learning  Commu-
the topic he/she will give. nicative
they will attain.
Main Activities
Exploration:
- The teacher gives the explanation about the hortatory
exposition text.
identifying many kinds of hortatory exposition text 70
text. (Hardworking)
hortatory exposition text. (Creative)
Elaboration :
- The students listen to the hortatory exposition text
by using CD/cassette classically
- The students discuss the hortatory exposition text
heard in pairs.
- The students discuss the content of the hortatory
exposition text they have just heard.
(Communicative)
questions based on the hortatory exposition text
they have just heard individually. (Independent)
-
-
-
Confirmation :
to make conclusion.
Closing:
about the the hortatory exposition text they have
learned.
complete the hortatory Exposition text and answer
the questions based on the text they have
completed.
- Teacher tells the students about the program and the 10
next meeting.
VIII. EVALUATION
School Name : SMA N 7 PURWOREJO Class /Program : XI / science

Materials Indicator
/sem of test
1. To respond to simple XI/2  Oral text of The students should A, B, C,

texts accurately, narrative be able to : - Written D, E.
fluently, and  to identify the main test
acceptably in the  Oral text of spoof idea of hortatory
genres of narrative, exposition - Quiz
spoof and hortatory  Oral text of  to identify the
exposition in the hortatory characters of the - Assign
context of daily life. exposition story ment
 to identify the events
in the text
 to identify the part
of the story which is
funny
 to identify the
resolution of the
story
 to identify the cases
of the text
 to identify the
arguments in the text
Evaluation:
A. Listen carefully to your teacher and complete the text!
Once upon time, there was a king of Antah Bearntah Kingdom … (1) Dewi Sekartaji became his wife.
To do so, he kidnapped her. … (2), The God Narada saved Dewi Sekartaji by changing her into a golden snail:
Keong Emas. The God told Keong Emas to … (3) the river in order to find her husband, Panji Asmoro Bangun.
One day a poor old widow, Mbok Rondo Dadapan, who always fished along the river, found the golden
snail and took it home. There, she put the snail in a jar and … (4) it. All of a sudden, unexpected good things
took place in Mbok Rondo’s life.
Coming back from her daily fishing, she would find … (5) on the table and the house cleaned. She
wondered who had been so nice to take care of her house and to do the cooking. When this went on for several
days, she could not … (6) to find out who the mysterious kind person was. So, one day, instead of fishing, she
peeped through a hole in the wall of her house.
To her … (7) she saw a beautiful Princess coming out of the jar and starting to clean the house and
preparing a meal.
The next day, the same happened. Without wasting any time Mbok Rondo … (8) into the house and
smashed the jar. “Homeless” Dewi Sekartaji could not turn back into a snail. She was then adopted by Mbok
Rondo.
Meanwhile, Raden Panji Asmoro Bangun, … (9) for his wife, wandered from one village to another,
finally reaching Dadapan where he found his beloved. Filled with happiness and love, they went back to their
kingdom, …. (10) good Mbok Rondo.
B. Answer the questions based on the text!

1. Who was Dewi Sekartaji?
2. How did the God Narada help Dewi Sekartaji?
3. What did Mbok Rondo take home from the river?
4. Who was actually the golden snail?
5. How did Mbok Rondo know who the golden snail was actually?
C. Listen carefully to your teacher and complete the text!
THE ABSENT – MINDED PROFESSOR
I once knew a man whose memory was very bad. Richard Rudd was so ... (1) that he sometimes forgot
what he was talking about in the middle of a sentence. His wife had to constantly remind him about
his ... (2), his classes even his meals! Since Rudd was a professor at a well-known university, his forgetfulness
was often an ... (3). It wasn’t that he was unintelligent, as some critical people tended to gossip. He was just
very, very absent-minded.
One hot summer’s day, Professor Rudd decided to take his children to the beach. The seaside town he
planned to visit was about ... (4) ride away. To make the trip interesting for his young children, he kept the name
of the town a ... (5). Unfortunately, by the time Rudd had arrived at the train station, the poor forgetful man had
forgotten the name of his ... (6) himself. Luckily, a friend of his happened to be in the station. He offered ... (7)
the children while Rudd went back to find out where he was going.
The professor’s wife was surprised to see him again so soon, but she was ... (8) when she heard what
was the matter. She ... (9) his memory, so she wrote the name of the town on a piece of paper. Satisfied that she
had solved the problem, she sent her husband off again. Ten minutes later she was ... (10) to him outside the
house again. The professor had forgotten where he had left his children.
D. Answer the questions based on the text!

1. Who was “I” in “I once knew a man whose ….. “?
2. Why did Professor Rudd forget many things?
3. What did Professor Rudd’s wife have to do to help her forgetful husband?
4. What did Professor Rudd do on one summer’s day?
5. How far was the seaside town?
6. Why did Professor Rudd keep the name of the town a secret?
7. Why did he return home soon after he arrived at the station?
8. What did his friend offer to do for him?
9. What did his wife do to solve the problem?
10. Which paragraph tells you that Professor Rudd went home for the second time?
E. Listen carefully to your teacher and complete the text!
Legal Abortion: A Threat to Humans’ Lives
Ladies and Gentlemen,
Many married and unmarried women have ... (1) abortions in this country, where most people are
religious. The plan to legalize abortion means the plan to legalize a crime.
In the view of all religions, abortion is an evil practice. In an abortion, the will-be child is killed without
any ... (2) before he or she breathes the fresh air of the world life. This means killing to human beings. This
sinful practice is mainly caused by unwanted ... (3). The pregnancies usually happened because of free sex life
style. Religious people will never let abortion be legalized.
Abortion is really dangerous to the women and it is a crime. According to some ... (4) research on
ginecology and obstetrics, a woman who ... (5) an abortion, legal or illegal, has a high risk to die or suffer from
serious diseases. This means that the practice of abortion is a kind of crime that must be ... (6) by law.
Legal abortion definitely increases the number of abortion cases, leaving the problem ... (7). Without
legalization, abortion has happened in a great number. Then, it will be worse if it is really legalized. When the
number of abortion is high, there will be more problems in ... (8) and other aspects of human beings.
To avoid worse situation and more problems, ... (9) and government should not legalize abortion for any
reasons. They, supported by all members of the society, should do actions to stop free sex life style which has
become the main cause of ... (10) pregnancies.
F. Answer the questions based on the text!

1. Who are the targets of abortions?
2. Why is abortion an evil practice of human beings?
3. Is abortion dangerous to women? Why?
4. What should the legislators do related to the issue?
5. What do you think about abortion?
Scoring Rule

Type of Test : written
No. Criteria Score

A. The students are asked to listen carefully to the teacher and complete 10
the narrative text.
B. The students are asked to answer the questions based on the text 5
they have completed.
C. The students are asked to listen carefully to the teacher and complete 10
the spoof text.
D. The students are asked to answer the questions based on the text 10
E. The students are asked to listen carefully to the teacher and complete 10
the hortatory Exposition text.
F. The students are asked to answer the questions based on the text 5
- Cassettes
- CD
Subject teacher,

NIP 19640718 198703 1 010 NIP 19620529 198903 2 003
LESSON PLAN 8

Subject : English
Semester : 2
Year : 2013 / 2014
Speaking
To express simple, short, functional texts and simple monologue texts in the genres of narrative, spoof and
hortatory exposition in the context of daily life.
To express simple, monologue texts accurately, fluently, and acceptably in the genres of narrative, spoof and
hortatory exposition in the context of daily life
III. INDICATORS:
 to use Past Continuous Tense in conveying Spoof
 to do a monologue in the form of narrative
 to do a monologue in the form hortatory exposition
 to use modal “should” for conveying suggestion
 to do debating
Students are able:

- to use Past Continuous Tense in conveying Spoof
- to do a monologue in the form of narrative
- to do a monologue in the form hortatory exposition
- to use modal “should” for conveying suggestion
- to do debating
V. MATERIALS :
 Oral text of narrative:
 Oral text of spoof
 Oral text of hortatory exposition

 Demonstration
 Practice
 Assignment
Core Time
Value (minutes)
1. Introduction
- Teacher checks the students attendance and communicates  Curious 10
creatively. (discipline)  Hard-
- Teacher asks the students about the previous materials which working
relate to the materials they will learn.  Creative
- Teacher gives motivation to the students in learning the topic  Indepen-
he/she will give. dent
- Teacher tells the students about the goal of teaching/learning  Commu-
activities and basic competency they will attain. nicative
- Teacher grows the students’ sense of wonder by asking some
questions related with the goal of the learning topic. (curious)
Main Activities
Exploration:
- The teacher gives the explanation about the Narrative text and
spoof text.
- In groups, the students do library study for identifying many kinds 70
of Narrative text and spoof text . (Hardworking)
- The teacher asks the students to give examples Narrative texts and
spoof text. (Creative)
Elaboration :
- The teacher ask the students to practice the monologue text
(Narrative text and spoof text) with good pronunciation.
- The teacher ask the students to answer the questions based on the
Text they have just practiced.
- The teacher ask one of the students to read the narrative text in
front of the class.
- The teacher ask the students to write a narrative text by using
their own words and topic and then read it in front of the class.
(Creative).
Confirmation :
- The teacher ask the students to review the narrative text and spoof
text they have learned. (Independent)
- The teacher ends the lesson by asking the students to make
conclusion.
Closing:
- The teacher ask the students to make a brief resume about the
narrative text and spoof text they have learned.
- Post Test: Write a narrative text and spoof text by using your
own words and topic and then read it in front of the class. 10
- Teacher tells the students about the program and the goal of the
learning topic he/she will teach in the next meeting.
 Curious 10
- Teacher Greets the students religiously.  Hard-
- Teacher checks the students attendance and communicates working
creatively. (discipline)  Creative
- Teacher asks the students about the previous materials which  Indepen-
relate to the materials they will learn. dent
- Teacher gives motivation to the students in learning the topic  Commu-
he/she will give. nicative
- Teacher tells the students about the goal of teaching/learning
activities and basic competency they will attain.
- Teacher grows the students’ sense of wonder by asking some
questions related with the goal of the learning topic. (curious)
Main Activities
Exploration:
- The teacher gives the explanation about the hortatory exposition 70
text.
- In groups, the students do library study for identifying many kinds
of hortatory exposition text . (Hardworking)
- The teacher asks the students to give examples of hortatory
exposition text. (Creative)
Elaboration :
- The teacher ask the students to practice the monologue text
(hortatory exposition text) with good pronunciation.
- The teacher ask the students to answer the questions based on the
text they have just practiced. (Hardworking)
- The teacher ask one of the students to read the hortatory

exposition text in front of the class.
- The teacher ask the students to write a hortatory exposition text
by using their own words and topic and then read it in front of the
class. (Creative)
Confirmation :
- The teacher ask the students to review the hortatory exposition text
they have learned. (Independent)
- The teacher ends the lesson by asking the students to make
conclusion.
Closing:
- The teacher ask the students to make a brief resume about the
hortatory exposition text they have learned. 10
- Post Test: Write a hortatory exposition text by using your own
words and topic and then read it in front of the class.
- Teacher tells the students about the program and the goal of the
learning topic he/she will teach in the next meeting.
- Answering the questions about the content of the genres of
narrative, spoof and hortatory exposition.
VIII. EVALUATION


Materials Indicator
/sem of test
1. To express simple, XI/2  Oral text of Students are able: A, B, C,

monologue texts narrative -to use Past - Written D, E, F
accurately, fluently, Continuous Tense test
and acceptably in the  Oral text of spoof in conveying Spoof
genres of narrative, -to do a monologue - Quiz
spoof and hortatory  Oral text of in the form of
exposition in the hortatory narrative - Assign
context of daily life exposition -to do a monologue ment
in the form
hortatory exposition
-to use modal
“should” for
conveying
suggestion
-to do debating
A. Practice the monologue text below with good pronunciation!
The man at the Back of the Car
Mac had a very old car. It was rusty and dirty, but its engine worked most of the time. One day he took
his old car out of the garage and said to his wife, “I am going to drive to Bournemouth and do some shopping.
He came to a quiet road after a few kilometers, but then his car stopped. Mac got out, opened the bonnet
of the car and looked at the engine, but he didn’t find anything wrong with it.
His head was under the bonnet for quite a long time. Then, a young man ran to the car and began pulling
one of red lights off the back of it.
Mac put his head up, looked at the young man and shouted, “What are you doing there?”
The young man replied, “You can steal the pieces at the front. I am taking ones at the back.
B. Based on the text above, answer these questions orally!

1. How was the condition of Mac’s car?
2. Where was he going to and what for?
3. Why did Mac put his head under the bonnet of the car for a long time?
4. What did the young man do to the car?
5. What do you think Mac would do after knowing what the man was doing?
C. Practice the monologue text below with good pronunciation. Before practising, use the correct verb
forms. Number 1 has been done for you.
The Lion and the Hyena
Long ago, the lion, who was called the king of beasts, and the hyena (1) were (are) good friends. Often
they (2) ___ (go) together to search for food.
One day, while the two friends (3) ___ (are) out, they (4) ___ (find) a cow and a bull. The lion (5) ___
(tell) the hyena to take the cow, the lion (6) ___ (add), “I will take the bull, which is powerful like me.” The
hyena (7) ___ (agree), because he was afraid of the lion.
After a while, the cow (8) ___ (give) birth to a calf. The two friends (9) ___ (fight) over the calf; each
(10) ___ (claim) that it (11) ___ (belong) to him.
Finally they (12) ___ (call) all the wise animals to judge who was right. When all the animals but ape
(13) ___ (gather) together, they (14) ___ (decide) that the lion (15) ___ (own) the new calf. But just as they (16)
___ (are) getting ready to leave, the ape (17) ___ (come). He (18) ___ (apologize) for being late. “I (19) ___
(am) very busy, “he (20) ___ (tell) the lion.
“Why were you so busy?” (21) ___ (shout) the lion. The ape (22) ___ (explain) that he (23) ___ (have)
been sewing the earth and sky together. When the lion (24) ___ (ask) how that (25) ___ (is) possible, the ape
(26) ___ (reply), “First tell me, how is it possible for a bull to have a baby?”
D. Based on the text above, answer these questions orally!

1. Why did the lion want the bull?
2. Why did the hyena let the lion have the bull?
3. How did the lion decide who owned the baby cow?
4. Why did the ape say he was busy?
5. Which animal was wise?
6. Which animal was “bully”?
7. What moral do you learn from this story?
E. Practice the monologue text below with good pronunciation, then find the thesis,
arguments and recommendation!
What are Your Kids Watching?
Is it important to know what your kids are watching? Of course it is. Television can expose your child to
things that you have tried to protect them from, ecpecially violence, drug abuse, etc.
One study demonstrated that watching too much TV during the day or at bedtime often causes bedtime
resistance, sleep onset delay and anxiety around sleep, followed by shortened sleep duration.
Another study found a significant association between the amount of time spent watching television
during adolescence and early adulthood and the likelihood of subsequent aggressive acts against others.
Meanwhile, many students have found an association between kids watching a lot of TV, being inactive
and overweight.
Considering some facts above, protect your children with some following tips:
1. Limit television watching to 1 – 2 hours each day.
2. Do not allow your children to have a TV set in their bedrooms.
3. Review the ratings of TV shows that your children watch.
4. Watch television with your children and discuss what is happening during the show.
Discuss alternative and more acceptable things that characters could have done.
F. Exercises
o With a partner, create a conversation about the issues below!

o In the conversation, support these ideas with arguments you can think of!
o Act out the conversation in front of the class!
1. Vita and Gita are classmates, and they are interested in buying a mobile phone. Vita wants to buy a new
mobile phone, so she’ll be sure to have no problems with the machine. Gita, on the other hand, thinks it
would be better to buy a used one, since she only needs it for a year or so.
2. Dani, Rio and Ronald are discussing about the method of communication between parents and children.
Dani likes an authoritarian method, whereas Ronald favours a permissive method. Rio prefers to
combine both methods, depending on the situation.
3. Yuda has been invited by Gita to come to her birthday party this weekend. Yudha accepted the
invitation. Now another friend, Ajeng, wants Yudha to come to a party at her house. Yudha prefers the
second invitation. Yudha is talking to another friend, Rosa, about his decision to go to Ajeng’s party.
Rosa, however, disagrees strongly with Yudha’s decision. She says that Yudha must go to Gita’s party,
since Yudha had already accepted that invitation.
Scoring Rule

No. Criteria Score

A. The students are asked to practice the monologue text (spoof text) 3
with good pronunciation
B. The students are asked to answer these questions orally based on the 5
spoof text they have just practiced.
C. The students are asked to practice the monologue narrative text with 25
good pronunciation. But before practicing it, they must use the
correct verb forms.
D. The students are asked to to answer these questions orally based on 7

the narrative text they have just practiced.
E. The students are asked to practice the monologue text (hortatory 3

exposition text) with good pronunciation.
F. The students are asked to create a conversation about the issues 7

determined by the teacher , support the ideas with arguments they
can think of and act out the conversation in front of the class.
- Cassettes
- CD

Subject teacher,

NIP 19640718 198703 1 010 NIP 19620529 198903 2 003
LESSON PLAN 9

Subject : English
Semester : 2
Year : 2013 / 2014
Reading
To understand short functional written texts and simple essay in the genre of narrative, spoof and hortatory
exposition in the context of daily life to access sciences.

To respond to an idea in a short functional written text (e.g. banner, poster, pamphlet, etc.) both formally
and informally in accurate, fluent, and acceptable way, in the context of daily life.
III. INDICATORS:
 to read aloud a written text with the correct pronunciation and intonation
 to identify the topic of the text
 to identify certain information of banner, poster and pamphlet

Students are able:
- to read aloud a written text with the correct pronunciation and intonation
- to identify the topic of the text
- to identify certain information of banner, poster and pamphlet
V. MATERIALS :
- Genres : Spoof, narrative and hortatory exposition text.
- Short functional texts : Banner, poster, and pamphlet.
VI. TEACHING METHOD
 Demonstration
 Practice
 Assignment
Core Time
Value (minutes)
Introduction
will attain.
topic. (curious)
Main Activities
Exploration:
- The teacher gives the explanation about the spoof Text.
- The teacher gives the explanation about the narrative 70
Text.

many kinds of Spoof and narrative Text. (hardworking)
- The teacher asks the students to give examples of spoof
and narrative Text. (creative)
Elaboration :
text (spoof text) with good pronunciation.
- The teacher ask the students to discuss the content of
the text in pairs. (communicative)
- The teacher ask the students to discuss the grammatical
features of the text in groups.
based on the text they have just practiced.
text (narrative text) with good pronunciation.
the text in pairs. (independent)
Confirmation :
- The teacher asks the students to review the spoof and
narrative text they have learned.
make conclusion.
Closing:
about the spoof and narrative text they have learned.
- Post Test: read the Narraive text and spoof text and
answer the questions based on them
-
- Teacher gives motivation to the students in learning the dent
topic he/she will give.  Commu-
will attain.

topic. (curious)
Main Activities
Exploration:
functional text (Banner, poster, and pamphlet). 70
many kinds of short functional text (Banner, poster,
and pamphlet). (hardworking)
- The teacher asks the students to give examples of short
functional text (Banner, poster, and pamphlet) used in
certain situations.
exposition Text.

many kinds of hortatory exposition Text.
hortatory exposition Text. (creative)
Elaboration :
- The students discuss the short functional text (Banner,
poster, and pamphlet) in pairs.
- The students discuss the content of the short functional
text (Banner, poster, and pamphlet).
- The teacher asks the students to make the short
functional text (Banner, poster, and pamphlet ) based
on the situation given in pairs. (hardworking &
creative)
text (hortatory exposition text) with good
pronunciation.
(independent)
Confirmation :
functional text (Banner, poster, and pamphlet).
exposition text.
make conclusion.
Closing:
about the short functional text (Banner, poster, and
pamphlet) and hortatory exposition they have learned.
- Post Test: read the Hortatory expoition text and
answer the questions based on it.
10
- Producing a short functional written text (e.g banner,
poster, pamphlet, etc.)
VIII. EVALUATION


Materials Indicator
/sem of test
1. To respond to an idea XI/2 Genres : Spoof, Students are able: A, B, C,

in a short functional narrative and  to read aloud a - Written D, E
written text (e.g. hortatory written text with test
banner, poster, exposition text. the correct
pamphlet, etc.) both pronunciation and - Assign
formally and Short functional intonation ment
informally in texts: Banner,  to identify the
accurate, fluent, and poster, and topic of the text
acceptable way, in pamphlet.  to identify certain
the context of daily information of
life. banner, poster and
pamphlet
Evaluation:
A. Read the text aloud with good pronunciation and intonation!
Fred’s Note
Ol’ Fred had been a religious man who was in the hospital, near death. The family called their preacher
to stand with them. As the preacher stood next to the bed, Ol’ Fred’s condition appeared to deteriorate and he
motioned frantically for something to write on.
The preacher lovingly handed him a pen and a piece of paper, and Ol’ Fred used his last bit of energy to
scribble a note, then he died. The preacher thought it best not to look at the note at that time, so he placed it in
his jacket pocket.
At the funeral, when he was finishing giving the religious message, he realized that he was wearing the
same jacket that he was wearing when Ol’ Fred died.
He said, “You know, Ol’ Fred handed me a note just before he died. I haven’t looked at it, but knowing
Fred, I’m sure there’s a word of insoiration there for us all.”
He opened the note, and read out loud, “Hey, you’re standing on my oxygen tube?”
 Work together to answer the following questions based on the spoof above. Then discuss
them with the class!
1. How was Fred’s condition in the hospital?
2. Had the preacher ever read the note before the funeral?
3. What actually caused the death of Fred in the hospital?
4. What is funny in the story?
5. What might happen after the note was read?
B. Read the text aloud with good pronunciation and intonation!
The Story of the smart Parrot
A man in Puerto Rico had a wonderful parrot. There was no other parrot like him.
He was very smart. This parrot would say any word except one. He would not say the name of the town
where he was born. The name of the town was Catano.
The man tried to teach the parrot to say Catano. But the bird would not say the word. At first the man
was very nice, but then he got angry. “You are a stupid bird! Why can’t you say the word? Say Catano, or I will
kill you!” but the parrot would not say it. Then the man got so angry that he shouted over and over, “Say Catano,
or I’ll kill you!” but the bird wouldn’t talk.
One day after trying for many hours to make the bird say Catano, the man got very angry. He picked up
the bird and trew him into the chicken house. “You are more stupid than the chickens. Soon I will eat them, and I
will eat you, too.”
In the chicken house there are four old chickens. They were for Sunday”s dinner. The man put the parrot
in the chicken house and left.
The next day the man came back to the chicken house. He opened the door and stopped. He was very
surprised at what he saw!
He saw three dead chickens on the floor. The parrot was screaming at the fourth chicken, “Say Catano,
or I’ll kill you!”
 Work together to answer the following questions based on the narrative text above.
Then discuss them with the class!
1. What is the main character of the story?

2. What word couldn’t be said by the parrot?
3. Why did the man get so angry at the parrot?
4. “The parrot was screaming at the fourth chickens.
What does the underlined word mean?
5. How many parrots did the man have.
C. Read the text aloud with good pronunciation and intonation!
Integrated Pest Management
There is no one best way to deal with pests in agriculture. Pesticides are commonly used, but this may
cause many problems. That’s why I feel that combining different management operation is the most effective
way to control pests.
The chemicals in pesticides may build as residues in the environment. This reduces the quality of farm
produce. As well, pests can gradually become resistant to pesticides. This means the newer and sometimes
stronger ones have to be developed.
Some pesticides affect non target animals such as fish and bees. This affects the natural balance. Also
aiming to completely wipe out agricultural pests may be very expensive. Sometimes pests damage costs less than
the method of control.
Understanding the ecology of the area helps a lot in pest control. Natural enemies can be used to control
a pest. Pesticides that don’t affect the natural enemies would be chosen. Therefore, I think integrated pest
management is a safe and more effective option in agriculture.
(Taken from www.Impc. edu.au)
EFFECTIVE MICRO-ORGANISMS 4 (EM-4)
ORGANIC FERMENTATION BACTERIA
TO INCREASE
 Work together to answer the following questions based on the hortatory exposition text above. Then
CATTLE PRODUCTIVITY
discuss them with the class!
EM-4 is a micture of micro-organisms that gives the benefit for
1. What problems can be caused by pesticides?
cattle growth and product.
2. What is the most effective way to control pests?
3. Why is it important to understand the ecology of the area?
4. usage:
According to the text, what kind of pesticides that should be chosen?
5. 1. title
Find another suitable decrease
for thesmell pollution.
text above.
2. balance mutual micro-organisms.
3. increase quality and quantity of cattle product.
D. Look at the following brochure. Answer the questions!
How to use:
1. To get the satisfying result, dissolve 1 cc EM-4
per liter water every day.
2. Spray on the floor, wall and manure, 1cc EM-4
per liter water every week.
Agent: PT Songgolangit Persada,
Jakarta
Distributor: Jl Ki Hajar Dewantara 46
Jakarta. Ph. (021) 7864529
Questions:
1. What is the brochure about?
2. What is EM-4 according to the brochure?
3. What is the usage of EM-4?
4. What is the right procedures to use EM -4?
5. Where can you buy EM-4?
Scoring Rule

No. Criteria Score
A. The students are asked to read the text and answer the questions 10
based on the spoof text.
B. The students are asked to read the text and answer the questions 10
based on the narrative text.
The students are asked to read the text and answer the questions 10
C. based on the hortatory exposition text.
The students are asked to look at the brochure and answer the
D. questions. 10
Marks = score gotten X 2,5
- Cassettes
- CD
Subject teacher,

NIP 19640718 198703 1 010 NIP 19620529 198903 2 003
LESSON PLAN 10

Subject : English
Semester : 2
Year : 2013 / 2014
Writing
To express an idea in a short functional written text in the genre of narrative, spoof and hortatory
exposition in the context of daily life.

To express an idea in a short functional written text (e.g. banner, poster, pamphlet, etc.) both formally and
informally in accurate, fluent, and acceptable way, in the context of daily life
III. INDICATORS:
- to use structure, vocabularies, punctuation, spelling, and writing rules accurately
- to write the main ideas
- to elaborate the main ideas
- to make drafts, to revise, and to edit
- to produce banner, poster, or pamphlet

Students are able:
- to use structure, vocabularies, punctuation, spelling, and writing rules accurately
- to write the main ideas
- to elaborate the main ideas
- to make drafts, to revise, and to edit
- to produce banner, poster, or pamphlet
V. MATERIALS :
- Genre : Spoof
- Short functional texts : Banner, Poster and Pamphlet

 Demonstration
 Practice
 Assignment
Core Time
Value (minutes)
1. Introduction
 Discipline
will attain.
topic. (curious)
Main Activities
Exploration: 70
- The teacher gives the explanation about the spoof Text.
many kinds of Spoof Text. (independent)
- The teacher asks the students to give examples of spoof
Text.
Elaboration :
- The teacher ask the students to read the spoof text.
- The teacher ask the students to pay attention to the
structure, vocabularies, punctuation, spelling, and
writing rule of the spoof text accurately.
- The teacher ask the students to produce the text by
deciding the title of the story first. (creative)
- The teacher ask the students to practice creating
simple sentences related to the sentence patterns used in
the generic structure components of a spoof:
orientation, events, and twist. (creative)
- The teacher ask the students to write and elaborate the
main idea of each paragraph.
- The teacher ask the students to work independently to
produce written spoof text individually. (independent)
Confirmation :
they have learned.
make conclusion.
Closing:
about the spoof text they have learned.
- Post Test: write spoof text individually based on your 10
experience.
 Curious 10
- Teacher checks the students attendance and working
communicates creatively. (discipline)  Creative
- Teacher asks the students about the previous materials  Indepen-
which relate to the materials they will learn. dent
- Teacher gives motivation to the students in learning the  Commu-
topic he/she will give. nicative
will attain.
topic. (curious)
Main Activities
Exploration:
functional text (Banner, poster, and pamphlet). 70
many kinds of short functional text (Banner, poster,
and pamphlet). (Hardworking)
short functional text (Banner, poster, and pamphlet)
used in certain situations.
Elaboration :
- The teacher asks the students to look at the leaflet
showed by the teacher.
- The teacher asks the students to give information about
the purpose of the leaflet showed.
- The teacher asks the students to prepare a sheet of
paper for making a leaflet based on any situation they
like best. (Creative & Independent)
Confirmation :
functional text (Banner, poster, and pamphlet).

make conclusion.
Closing:
about the short functional text (Banner, poster, and
pamphlet) and hortatory exposition they have learned. 10
- Post Test: make a short functional text in the form of
poster using your own theme.
VIII. EVALUATION


Materials Indicator
/sem of test
1. To express an idea in XI/2 Genres : Spoof Students are able: - Written A, B, C,

a short functional - to use structure, test D, E
written text (e.g. Short functional vocabularies,
banner, poster, texts: Banner, punctuation, - Assign
pamphlet, etc.) both poster, and spelling, and ment
formally and pamphlet. writing rules
informally in accurately
accurate, fluent, and - to write the main
acceptable way, in ideas
the context of daily - to elaborate the
life main ideas
- to make drafts, to
revise, and to edit
- to produce banner,
poster, or pamphlet
Evaluation:
A. Read this spoof text, pay attention to the structure, vocabularies, punctuation, spelling, and writing
rule accurately!
Buying a Bracelet
A rich man and his wife went into a shop to buy a bracelet. Both of them were not very young.
They looked a lot of beautiful bracelets, and after half an hour there were two which they liked very
much, but they had not yet been able to choose between them. One of them was very expensive, and the other
was quite a lot cheaper.
Of course, the shopkeeper wanted to sell them the more expensive one, because he would then get more
money from them. So he said to the lady, “Oh, go on. Spend his money. If you don’t, he will only spend it for
his second wife.”
For several seconds nobody said a word until the lady said angrily, “I am his second wife.”
 Exercise:
This part is really important to help students produce the text. You will practice creating simple sentences
related to the sentence patterns used in the generic structure components of a spoof: orientation, events, and
twist. Decide the title of your story first.
The title of your story: ...
Orientation: How you can set the scene and introduces the participants (characters)
of the story.
a. See the examples of the orientation of a spoof (in the previous activities). Write
one sentence of orientation as your sample in the given space. Then write the part of speech under the
words / phrases to help you understand the structure.
(1) …
b. Analyze in detail the structure of the sample sentence. What tense is used?
Are there any verbs and to be? How is it made?
Sentence pattern of the orientation: ...
c. Practice writing your own sentences of orientation (maybe the teacher gives the
Indonesia and you translate it into English before you create your own ideas).
(1) ...
(2) ...
Events: You tell the events chronologically.

a. See the examples of the events of a spoof (find in the previous activities). Write
two sentences of events in a spoof. Then write the parts of speech.
(1) (event 1) ...
(2) (event 2) ...
b. Analyze in detail the structure of the sample sentences: the tense, parts of speech,
etc.
c. Practice writing your own sentences of the events. Write two sentences of events
of your spoof.
(1) ...
(2) ...
Twist: the humorous part is usually put at the end of the story.
a. See the examples of twist of a spoof (find in the previous activities). Write one
sentence. Then write the parts of speech.
(1) ...
b. Analyze in detail the structure of the sample sentences. What tenses are used?
Are there any verbs and to be? Is there any negative sentence? How is it made?
Sentence pattern: ...
c. Practice writing your own sentences of twist (maybe the teacher gives the Indonesian and you translate
it into English for number 1 and you create your own for number 2).
(1) ...
(2) ...
 You will have to produce the type of the text individually. Work independently to
produce written text. In this stage, you will practice writing individually. Each of you
should have been capable of producing a spoof text in written language. The teacher
will assess your achievement here.
B. Look at the following leaflet. What is the purpose of the text?
1. Avoid using any type of tobacco product.

2. Get regular exercises.
3. Eat a healthy diet.
4. Determine your risk for certain health problems.
5. Measure your height, weight, cholesterol levels and blood
pressure.
6. Order test to check your general health or to find certain
diseases.
A leaflet is a written message on a single sheet of paper. It has no standard size,

shape or format. Leaflets are developed for specific uses, special situation, safe
conduct, and news.
C. Prepare a sheet of paper. Make a leaflet based on any situation you like best!
Scoring Rule

No. Criteria Score
A. The students are asked to write a spoof text. 25
B. The students are asked to write the purpose of the text (leaflet).. 10
C. The students are asked to make a leaflet based on any situation they 15
like best.
- Cassettes
- CD

Subject teacher,

NIP 19640718 198703 1 010 NIP 19620529 198903 2 003
LESSON PLAN 11

Subject : English
Class / Program : XI / Social
Semester : 2
Year : 2013 / 2014
Reading
To understand short, simple, functional essays in the genres of narrative, spoof and hortatory exposition in the
context of daily life and to access sciences.

To respond to meanings and steps of written rhetorical essays in accurate, fluent, and acceptable way in the
context of daily life to access sciences in the genres of narrative, spoof and hortatory exposition.
III. INDICATORS :
- to identify the meaning of words in the text
- to identify the meaning of sentences in the text
- to identify the setting in a narrative text
- to identify the complication in a narrative text
- to identify the happenings in the text
- to identify the cases in the text
- to identify the arguments in the text
- to identify the suggestion given in the text
- to identify the rhetorical steps in the text
- to identify the purpose of communication of the text

Students are able:
- to identify the meaning of words in the text
- to identify the meaning of sentences in the text
- to identify the setting in a narrative text
- to identify the complication in a narrative text
- to identify the happenings in the text
- to identify the cases in the text
- to identify the arguments in the text
- to identify the suggestion given in the text
- to identify the rhetorical steps in the text
- to identify the purpose of communication of the text
V. MATERIALS :
 A written text of narrative
 A written text of spoof
 A written text of hortatory exposition
 Complex sentences
 Modals
VI. TEACHING METHOD
 Demonstration
 Practice
 Assignment
Core Time
Value (minutes)
1. Introduction
will attain.
Main Activities
Exploration:
text.
many kinds of Narrative text. (hardworking)
- The teacher asks the students to give examples 70
Narrative texts. (Creative)
Elaboration :
- The teacher ask the students to practice the
monologue text (Narrative text) with good
pronunciation.
- The teacher ask the students to discuss the
grammatical features of the text in groups.
- The teacher ask the students to identify the setting in a
narrative text. (Independent)
- The teacher ask the students to identify the
complication in a narrative text. (Independent)
happenings in the text. (Independent)
- The teacher ask the students to use complex sentences
for understanding the content of the stories.
(hardworking & independent)
Confirmation :
make conclusion.
Closing:
about the narrative text they have learned. 10
- Post Test
they will attain for the next meeting.
2. Introduction
Working

will attain.
Main Activities
Exploration:
- The teacher gives the explanation about the spoof text.
- In groups, the students do library study for identifying 70
many kinds of spoof text . (hardworking)
- The teacher asks the students to give examples spoof
texts. (Creative)
Elaboration :
monologue text (spoof text) with good pronunciation.
- The teacher ask the students to identify the purpose of
communication of the text.
- The teacher asks the students to complete the
sentences on the spoof text using the words or phrases
available. (independent)
- The teacher ask the students to read the text aloud
with good pronunciation and intonation.
. Confirmation :
they have learned.
make conclusion.
Closing:
about the spoof text they have learned. 10
- Post Test.
will attain.
Main Activities
Exploration:
exposition text. 70
many kinds of hortatory exposition text .
(hardworking)
hortatory exposition texts. (Creative)
Elaboration :
monologue text (hortatory exposition text) with good
pronunciation.
- The teacher ask the students to identify the cases in
the text. (independent)
- The teacher ask the students to identify the arguments
in the text. (independent)
- The teacher ask the students to identify the suggestion
given in the text. (independent)
- The teacher ask the students to use modal”Should” for
identifying the suggestion in the text. (Creative)
. communication of the text.
- The teacher ask the students to complete the sentences
on the hortatory exposition text using the words or
phrases available.
- The teacher ask the students to read the text aloud
with good pronunciation and intonation.
Confirmation :
make conclusion.
Closing:
- Post Test.
VIII. EVALUATION
School Name : SMA N 7 PURWOREJO Class /Program : XI / Scince


Materials Indicator
/sem of test
1. To respond to an idea XI/2 Genres : Spoof, Students are able: A, B, C,

in a short functional narrative and  to read aloud a - Written D, E
written text (e.g. hortatory written text with test
banner, poster, exposition text. the correct
pamphlet, etc.) both pronunciation and - Assign
formally and Short functional intonation ment
informally in texts: Banner,  to identify the
accurate, fluent, and poster, and topic of the text
acceptable way, in pamphlet.  to identify certain
the context of daily information of
life. banner, poster and
pamphlet
Evaluation:
A. Complete sentences in the story below with the words available. Then read it aloud!
a. but c. however e. one day g. suddenly i. so

b. instesd d. never f. then h. this time j. for the rest of their lives
Nolbu and Hyungbu

(The story of Two Brothers)
Once there were two brothers. Although Nolbu, the older one, was rich and greedy, Hyungbu, the
younger brother, was poor and generous.
... (1) when Hyungbu’s seven children were starving, he went to his brother to ask for rice to feed
them. ... (2) when Hyungbu’s sister-in-law saw him, she did not want to give him any rice. ... (3) she hit him on
the cheek and told her to hit him again. ... (4) she hit him with a clean scoop.
On his way home, Hyungbu found a swallow whose leg was broken. He took care of it until it was well,
and then he let it away.
When spring came, the swallow brought Hyungbu a gourd seed to plant. In the fall, after he harvested
the gourds, Hyungbu opened one of them. Gold coins poured out! ... (5) he became a rich man.
Nolbu was jealous because his younger brother now had a big house with a beautiful garden. He wanted
to know how Hyungbu became so rich. ... (6) Hyungbu told him exactly what had happened.
On the way home from Hyungbu’s house, Nolbu found a swallow. He broke its leg and then cared for it.
After it got better, he let it fly away. The following year, the
swallow brought him a gourd seed. Nolbu did just what Hyungbu had done. But in
autumn, when Nolbu opened his gourd there was no gold. Instead, dirty water poured out
of it. The water flooded his house and farm. ... (7) he was a poor man with no food and no roof over his head!
Nolbu didn’t know what to do. He begged Hyungbu for help, and of course his kind brother said yes.
Then Nolbu understood his own faults. He made up his mind to be a better person. He, his brother, and
their families lived together happily ... (8).
 Answer the following questions based on the text!

1. Why did Hyungbu ask for rice?
2. Was Hyungbu’s sister in-law helpful?
3. Was Nolbu happy to see his brother rich?
4. What did Nolbu do to the swallow that he found?
5. What did Hyungbu do after he knew that his brother became poor?
6. In paragraph 5, it says: So, Hyungbu told him exactly what had happened.
What did Hyungbu tell him about?
7. Write in your own words the orientation, complication, and resolution of the story briefly!
OPEN LETTER TO THE PRIME MINISTER

The Hon RJ Hawke, MP
Prime Minister
Parliament House
B. Read CANBERRA
the text aloud ACT 2600pronunciation and intonation!
with good
Dear Prime Minister

Into the Mouth of Babes
We are writing to you because we are concerned about the way food
is being advertised to children.
What we eat now affects our health in years to come. Bad dietary
habits start while we are very young. For this reason, your government
supports health education that encourages a balanced healthy diet.
Australians are encouraged to get a bulk of their nutrients from fresh fruit,
vegetables, and wholegrain cereals, a lesser amount from foods high in fat,
salt and sugar.
TV advertising to children presents a completely different message.
Nearly 80 % of food advertising pushes fatty snacks or sweets – the very
foods that should be eaten least. To make matter worse, these ads take up
much of the advertising time. This must be stopped.
TV advertising is powerful and influential. Parents, however strong-
willed, find it hard to resist pressures created by this advertising. Children are
least able to understand the tricks of the advertising industry.
For the hours when children are the main audience, TV adbertising of
food must be made to reinforce, not undermine, the message about a
balanced diet. We appeal to you, as Prime Minister, to take the lead in calling
together the advertisers, TV networks, consumers and public health bodies to
decide how this is to be done.
Yours sincerely,
Signed by Barbara Biggins and other prominent signatories.
(Hammond, et. al., 1992: 83)
 Answer the following questions based on the text!
1. Who wrote the letter above?
2. Whom was the letter written for?
3. Why did the sender send this letter?
4. According to the writer , where could healthy nutrients be obtained?
5. How did TV advertising contradict with balanced healthy diet that was encouraged by the government?
6. What does the phrase these ads in paragraph 3 refer to?
7. What 3 arguments did the writer use to support their point?
8. What shouldn’t TV advertising have done when children were the main audience?
9. What should TV advertising have done?
10. What did the writer recommend to the Prime Minister?
 Match the following words with their definitions. Write the corresponding letter
next to the words!
1. appeal (…) 8. powerful (…)
2. babes (…) 9. prominent (…)
3. dietary (…) 10. reinforce (…)
4. fatty (…) 11. resist (…)
5. influential (…) 12. strong-willed (…)
6. message (…) 13. undermine (…)
7. nutrients (…)
a. a baby or a small child

b. relating to what people or animals eat
c. any substance that provides nourishment
d. a communication in speech, writing, or signals
e. containing fat or grease, especially in large or distasteful amounts
f. able to exert a lot of influence and control over people and events
g. having a great deal of power to change something
h. determined to prevail in the face of difficulty or opposition
i. say no to something tempting
j. to make something stronger by providing additional external support or internal
stiffening for it
k. to diminish or weaken something gradually
l. to make a formal request to a higher authority requesting a change in or
information of a decision
m. large and projecting
C. Complete the sentences on this spoof text using the words or phrases available. Then read the text
aloud with good pronunciation and intonation!
A man got into a train and found himself sitting opposite a woman who seemed to be about … (1). Soon
the began talking to each other, and he said to her, “Do you have a family?”
“Yes, I have … (2),” the woman answered.
“Oh, really?” said the man. “Does he smoke?”
“No, … (3),” the woman replied.
“That’s good,” the man continued. “ … (4) Tobacco is very bad for one’s … (5). And does your son …
(6)?”
“Oh, no,” the woman answered at once, “he’s … (7) a drop of it.”
“Then I congratulate you, Ma’am,” the man said. “And does he ever … (8) at night?”
“No, never,” his neighbour answered. “ … (9) after dinner every night.”
“Well,” the man said, “he is a wise young man. How old is he?”
“He is … (10) today,” the woman replied proudly.
a. He goes to bed immediately e. drink wine h. six months old

b. health f. come home late i. thirty-five years old
c. one son g. never drunk j. he’s never touched a cigarette
d. I don’t smoke either
Scoring Rule

No. Criteria Score
A. The students are asked to complete sentences in the story below with 8
the words available.
B. The students are asked to answer the questions based on the text! 7
C. The students are asked to read the text aloud with good
pronunciation and intonation.
2
D. The students are asked to answer the questions based on the text. 10
E. The students are asked to match the words with their definitions. 13
F. The students are asked to complete the sentences on this spoof text 10
using the words or phrases available.
- Cassettes
- CD

Subject teacher,

NIP 19640718 198703 1 010 NIP 19620529 198903 2 003
LESSON PLAN 12

Subject : English
Semester : 2
Year : 2013 / 2014
Writing
To express meanings in short, simple, functional essays in the genres of narrative, spoof and hortatory
exposition in the context of daily life and to access sciences
To express meanings and steps of rhetorical essays in accurate, fluent, and acceptable way using
written style in the context of daily life in the genres of narrative, spoof and hortatory exposition
III. INDICATORS :
- to apply past continuous for writing spoof
- to use complex sentences for writing stories
- to use modal “should” for writing suggestion in hortatory exposition text
- to produce a text of spoof
- to produce a narrative text
- to produce a text of hortatory exposition
Students are able:

- to apply past continuous for writing spoof
- to use complex sentences for writing stories
- to use modal “should” for writing suggestion in hortatory exposition text
- to produce a text of spoof
- to produce a narrative text
- to produce a text of hortatory exposition
V. MATERIALS :
 A written text of narrative

 A written text of spoof
 A written text of hortatory exposition
 Complex sentences
 Modals
VI. TEACHING METHOD
 Demonstration
 Practice
 Assignment
Core Time
Value (minutes)
1. Introduction
will attain.
Main Activities
Exploration:
text.
many kinds of Narrative text . (Hardworking) 70
Narrative texts. (Creative)
Elaboration :
- The teacher ask the students to learn the monologue
text (Narrative text).
the text in pairs.
(Communicative)
- The teacher ask the students to identify the setting in a
narrative text. (Independent)
complication in a narrative text. (Independent)
- The teacher ask the students to practise writing a
narrative text based on their own topics. (Creative)
Confirmation :
make conclusion.
Closing:
about the narrative text they have learned. 10
- Post Test
will attain.
Main Activities
Exploration:
- The teacher gives the explanation about the spoof text.
many kinds of spoof text. (Hardworking)
spoof text.
Elaboration :
- The teacher ask the students to learn the monologue 70
text (spoof text).
the text in pairs.
(Communicative)
- The teacher ask the students to identify the setting in
spoof text. (Independent)
spoof text based on their own topics. (Creative)
Confirmation :
they have learned.
make conclusion.
. Closing:
about the spoof text they have learned. 10
- Post Test
 Curious 10
- Teacher checks the students attendance and working
communicates creatively. (discipline)  Creative
- Teacher asks the students about the previous materials
which relate to the materials they will learn.
 Indepen-
will attain.
Main Activities 70
Exploration:
exposition text.
many kinds of hortatory exposition text .
(Hardworking)
hortatory exposition texts.
Elaboration :
- The teacher ask the students to learn the monologue
text (hortatory exposition text).
the text in pairs. (Communicative)
(Communicative)
- The teacher ask the students to identify the cases in
the text. (Independent)
- The teacher ask the students to identify the arguments
in the text. (Independent)
. - The teacher ask the students to identify the suggestion
given in the text. (Independent)
- The teacher ask the students to use modal”Should” for
identifying the suggestion in the text.
communication of the text. (Independent)
- The teacher ask the students to complete the sentences
on the hortatory exposition text using the words or
phrases available. (Independent)
hortatory exposition text based on their own topics.
(Creative)
Confirmation :
make conclusion.
Closing:
- Post Test. 10
Non Structured individual assessment:

- Producing texts of Narrative, spoof and Hortatory
Exposition by applying the correct and appropriate
structure using their own words and topics
VIII. EVALUATION

No. Basic Competency Class Type Number

Materials Indicator
/sem of test of test
1. 12.2. To express XI/2  A written text Students are able: Written A, B, C,

meanings and steps of narrative  To apply past test D, E,F
of rhetorical essays continuous for
in accurate, fluent,  A written text writing spoof Assign
and acceptable way  To use complex ment
of spoof
using written style in sentences for writing
the context of daily stories
life in the genres of
narrative, spoof and
 A written text  To use modal
of hortatory “should” for
exposition writing suggestion in
 Complex text
sentences  To produce a text of
spoof by
 Modals
demonstrating the
 ability to write
clearly, accurately,
and effectively for a
particular purpose
or audience.
 To produce a
narrative text by
demonstrating the
ability to write
particular purpose
or audience
 To produce a text of
by
demonstrating the
ability to write
particular purpose or
audience
Evaluation:
A. Change the verbs in brackets into their appropriate forms. Use the Past Continuos tense or
Past Tense!
1. While Vita (watch) TV, her brother (read) a magazine.
2. Vito (listen) to the radio when the phone (ring).
3. Peter Pan (sing) when the audience (shout) its name.
4. I (water) the flower when Ronald (arive).
5. Rio (fix) his bicycle when it (begin) to rain.
6. While Rosa (browse) on the internet, the lamp (go) off.

7. While the train (move), Geoge (get) off.
8. I (find) the key while I (move) the furniture.
9. The child (wake up) while the babysitter (sleep).
10. While Ms. Linda (type) letters, Ms. Mirna (do) the bookkeeping.
B. Combine the sentences using “until”!

1. The police arrived. Before that, the situation was out of control.
2. We can’t leave this place yet. We have to wait for Nancy.
3. Tell me the story, or I will never leave this house.
4. The dinner is not ready for a while; I think we should just sit here by the fire.
5. I usually read when I go to bed. I can get sleepy after some minutes.
C. Write sentences using “as soon as” or “once’ based on the following situations!
1. The car engine stopped. Then the car exploded loudly. (once)
2. The man went out of the house. Immediately, the house was on fire. (as soon as)
3. The baby’s loud cry could be heard from here. A second before that, the mother cried loudly in
the room. (as soon as)
4. The commander said, “Fire!!” Immediately, the soldiers destroyed the military camps of US
army in the China. (once)
5. Lola got to the museum. The exhibition had ended. (by the time)
D. Complete the sentences using would, could, should, or might !

1. When I was a kid, I . . . always go to the beach not far from my house.
2. Rosa can’t find Vita in the classroom at the second break. She . . . be in the library.
3. Drivers . . . pay attention to the speed limit.
4. My father . . . run ten miles in his twenties.
5. When Hilda was a student, she . . . always do her homework well.
6. People with high cholesterol level . . . eat low fat foods.
7. I . . . rather study Math than play chess.
8. . . . you accompany me to go to the mall?
9. You . . . spend your vacation in Puncak.
10. Every time Vita visited me, she . . . bring me a lot of apples and pears.
E. Combine the following ideas by using therefore, consequently and hence.

Make a good punctuation.
1. There are only few jobs provided in the rural areas. Many young citizens go to the big cities.
(therefore – use a period)
2. The exam will come soon. You should study more intensively. (consequently – use a
semicolon)
3. They don’t go to school. They don’t have enough money to pay for the school fee and the
expensive books. (hence – use a period)
4. The government should build a new market place for the traders. The old market cannot
accomodate the big number of traders there. (therefore – use a semicolon)
5. Their houses are flooded with mud produced from the Lapindo drilling sources. The citizens
have become frustrated. (consequently – use a period)
F. Exercise:
This part is really important to help students produce the text. You will practice creating simple
sentences related to the sentence patterns used in the generic structure components of a hortatory
exposition: thesis, arguments, recommendation. Decide the title of the text first.
Thesis: Try to state your main idea ( a sentence) which contains your issue.
Note: Your thesis is your position or point of view.

o Thesis is the author’s point of view (stated in the introduction) toward the problem.
o Introduction also covers the preview of arguments which will be given.
a. See the examples of thesis of hortatory exposition (in the previous activities). Write one or two
first sentence of thesis for your sample in the given space. Then, write the parts of speech under
the words / phrases to help you understand the structure.
(1) ...
(2) ..
b. Analyze in detail the structure of the sample sentence. What tense is used?
Are there any verbs and to be? Is there any negative sentence?
c. Practice writing your first sentence of thesis (maybe the teacher gives the Indonesian and you
translate it into English before you create your own ideas).
Arguments: State your reason for concern and explain what you mean.
Your arguments will lead to a recommendation.
Note: A series of arguments to convince the audience:

o Use generalizations or good reasons to support the argument.
o Use evidence to prove the generalization or support the reasons (research report,
Expert opinions, testimony quotes, etc.)
o Show the cause and effect relationship (using because, so, consequently, cause, since,
etc.)
a. See the examples of two sentences of arguments in hortatory exposition (in the previous
activities). Then, write the parts of speech under the words / phrases to help you understand the
structure.
(1) ...
(2) ...
b. Analyze in detail the structure of the sample sentence: the tense, parts of speech,
etc.
c. Practice writing your own sentences of arguments (maybe the teacher gives the Indonesian
and you translate it into English before you create your own ideas). Write two or three
sentences to state your arguments.
Recommendation: State what should or should not happen or be done based on your
arguments.
a. See the examples of recommendation of a hortatory exposition. Write two sentences. Then, write
the parts of speech.
(1) ...
(2) ...
b. Analyze in detail the structure of the sample sentences. What tenses are used? Are
there any verbs or to be? Is there any negative sentence? How is it made?
c. Practice writing your own sentences of recommendation (maybe the teacher gives the
Indonesian and you translate it into English before you create your own ideas).
G. You will have to produce the type of the text individually. Work independently to produce
written text. In this stage, you will practice writing individually. Each of you should have been
capable of producing a hortatory exposition text in written language. The teacher will assess your
achievement here.
Scoring Rule

No. Criteria Score
A. The students are asked to change the verbs in brackets into their 10
appropriate forms (tenses).
B. The students are asked to combine the sentences using “until”. 5
C. The students are asked to write sentences using “as soon as” or 5
“once’ based on the following situations.
D.
The students are asked to complete the sentences using would, 10
could, should, or might .
E. The students are asked to combine theideas by using therefore, 5

consequently and hence.
F. The students are asked to produce the text in the form of 15

hortatory exposition text.

- Cassettes
- CD
- The bridge English Competence 2 English for SMA grade XI – Yudhistira
Subject teacher,

NIP 19640718 198703 1 010 NIP 19620529 198903 2 003

English Lesson Plan on Expressions

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English Lesson Plan on Expressions

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LESSON PLAN 1

School Name : SMA N 7 PURWOREJO

II. BASIC COMPETENCY :

IV. GOAL OF TEACHING/LEARNING ACTIVITIES :

Students are able to:

VII.TEACHING / LEARNING ACTIVITIES :

The frame work of evaluation

School Name : SMA N 7 PURWOREJO Class /Program : XI / Science

No. Basic Class Type of Numbe

A. Complete the blanks based on what you hear in the recording.

Vita and Gita are browsing on the internet after school.

Vita : Hey, look what I found!

At the city morgue.

At the living room.

Ben : Amel, you look so ... (1). What happened?

School Name : SMA N 7 PURWOREJO Class /semester : XI / 2

No. Criteria Score

Marks = (score gotten : maximum score) X 100

Approved by the headmaster, Purworejo, January 2 , 2014

Padmo Sukoco,M.Pd Dra. Rahmi Bekti Utami

School Name : SMA N 7 PURWOREJO

To express transactional and interpersonal communication in the context of daily life.

II. BASIC COMPETENCY :

IV. GOAL OF TEACHING/LEARNING ACTIVITIES :

VI. TEACHING METHOD

The frame work of evaluation

School Name : SMA N 7 PURWOREJO Class /Program : XI / Science

No. Basic Competency Class Materials Indicator Type of test Number

Note: “Great” is an expression of approval. You say it to someone in an informal situation,

2. Secretary : In my opinion, this proposal is good enough.

d. (Create your own situation)

School Name : SMA N 7 PURWOREJO Class /semester : XI / 2

No. Criteria Score

A. The students are asked to prepare themselves by reading the short 10

Marks = score gotten X 2

IX. SOURCE / MATERIAL / TEACHING AID

Approved by the headmaster, Purworejo, January 2 , 2014

Padmo Sukoco,M.Pd Dra. Rahmi Bekti Utami

School Name : SMA N 7 PURWOREJO

II. BASIC COMPETENCY :

IV. GOAL OF TEACHING/LEARNING ACTIVITIES :

VI. TEACHING METHOD

VII. TEACHING / LEARNING ACTIVITIES :

Lesson Teaching Activities Core Time

The frame work of evaluation

School Name : SMA N 7 PURWOREJO Class /Program : XI / Science

No. Basic Class/ Type of test Number

Test for Students grade XI

Judie : You won’t ... (1) what’s happened to me.

Debby : Is this your book, Mila?

b. Someone is entering Mr. Leave’s garden. Mr. Leave is irritated of it.

School Name : SMA N 7 PURWOREJO Class /semester : XI / 2

No. Criteria Score

B. The students are asked to underline the expression of 10

C. The students are asked to complete the blanks based on what 10

D. The students are asked to underline the expression of anger in 10

E. The students are asked to complete the blanks based on what 10

F. The students are asked to underline the expression of annoyance 10

IX. SOURCE / MATERIAL / TEACHING AID

Approved by the headmaster, Purworejo, January 2 , 2014

Padmo Sukoco,M.Pd Dra. Rahmi Bekti Utami

School Name : SMA N 7 PURWOREJO

II. BASIC COMPETENCY :