LESSON PLAN

TEACHING DEMONSTRATION

Created by:
Faika Khairani 1213016043

Teaching English as a Foreign Language (TEFL) I

Class A

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
WIDYA MANDALA SURABAYA CATHOLIC UNIVERSITY
 Lesson Unit Plan

Meeting : 3 meetings
Subject : English
Skills : Reading, Listening, Writing and Speaking
Component : Vocabulary, Grammar and Pronunciation
Class :X
Semester :2
Theme : Asking and giving information (About Culture)
Time Allocated : 3 x 45 minutes (3 meetings)

A. Competence
1. Basic Competence
No. Basic Competence
3.4 Implementing the social functions, 4.4 To make dialogues asking and
text structures, grammar, and giving information about the
transactional interaction in relation between two things or
speaking and writing that involves action depending on the context.
asking and giving information
about the relation between two
things or actions depending on the
context.
Grammar : Language elements :
both ... and; not only ... but also;
either ... or; neither ... nor.

2. Achievement Indicators
Grammar
 Students are able to recognize the correlative conjunction (both ... and; not only
... but also; either ... or; neither ... nor.) in the paragraph they write
 Students are able to select the right pair of correlative conjuction with the
sentence
Reading

 Students are able to indentify the information about culture using correlative conjunction in
the passage they read.
 Students are able to distinguish the information about culture using correlative
conjuction in the passage they read.
 Students are able to answer several questions based on the information given
  Students are able to indentify the information about culture using correlative conjunction in
the passage they read.
 Students are able to answer the questions using correlative conjuction in the
passage they read.
Listening
 Students are able to answer the questions based on the video given
 Students are able to fill in the blank exercise by listening and watching the video
given.

Writing
 Students are able to develop a paragraph using correlative conjunction from the
information given
Speaking
 Students are able to present the information about culture from what they have write
 Students are able to make a dialogue using correlative conjuction from the
information they read
 Students are able to communicate bravely through the dialogue
Pronunciation
 Students are able to correct the pronunciation of the word
Vocabulary
 Students are able to define the words to definitions
 Students are able to implement new vocabularies

B. Learning Materials
 Worksheet for vocabulary exercise
 Role-play Cue card
 Worksheet for reading comprehension
 Worksheet for listening comprehension
 Worksheet for writing

C. Teaching Method and Techniques

1. Teaching Method : Direct Method, Task-based Language Teaching, Teaching
 Reading, Communicative Language Teaching, Teaching
Listening, Teaching Vocabulary

1. Technique : Paragraph writing, Information-gap Task

Discussions, Role-play, Reading Comprehension Questions,
Gap fill exercise, Matching Words To definitions

2. Learning Media : Worksheets and Laptop

D. References
Materials :
Grammar : https://youtu.be/5SaZcxUGegM
Writing : https://greatist.com/health/healthy-habits-from-around-the-world
Reading :https://busyteacher.org/15435-cultural-differences_reading-
comprehension.html
https://prezi.com/iavlunbmcibp/colombia-and-america/
Listening :https://youtu.be/J3jtwfCmhwY
Exercise:
https://en.islcollective.com/resources/printables/worksheets_doc_docx/general_speaking
_questions_on_turkey_and_turkish_culture/turkey-culture-custom/19435
Modul Pembelajaran Basaha dan Sastra Inggris(SMA/MA kelas 10) Kurikulum
2013/Viva Pakarindo

Lesson Plan
Meeting :1
Subject : English
Skills : Writing and Speaking
Component : Grammar
Class :X
Semester :2
Theme : Information About Eating Habit In Different Culture
Time Allocated : 1 x 45 minutes (1 meeting)

A. Competence
1. Basic Competence
No. Basic Competence
3.4 Implementing the social functions, 4.4 To make dialogues asking and
text structures, grammar, and giving information about the
transactional interaction in relation between two things or
speaking and writing that involves action depending on the context.
asking and giving information
about the relation between two
things or actions depending on the
context.
Grammar : Language elements :
both ... and; not only ... but also;
either ... or; neither ... nor.

2. Achievement Indicators
Grammar
 Students are able to recognize the correlative conjunction (both ... and; not only
... but also; either ... or; neither ... nor.) in the paragraph they write
 Students are able to select the right pair of correlative conjuction with the
sentence
Writing
 Students are able to develop a paragraph using correlative conjunction from the
information given

Speaking
 Students are able to present the information about culture from what they have
write
B. Learning Materials
 Information About Eating Habit In Different Culture

C. Teaching Method and Techniques

3. Teaching Method : Direct Method, Task-based Language Teaching
4. Technique : Paragraph writing, Information-gap Task
5. Learning Media : Worksheets and Laptop

D. References
Writing information
https://greatist.com/health/healthy-habits-from-around-the-world
Modul Pembelajaran Basaha dan Sastra Inggris(SMA/MA kelas 10) Kurikulum
2013/Viva Pakarindo

Teacher’s Notes (Meeting 1)

Theme : Information About Eating Habit In Different Culture

Class :X
Time : 1 x 45 minutes
I. Learning Outcomes
1. Students are able to recognize the correlative conjunction (both ... and; not only
... but also; either ... or; neither ... nor.) in the paragraph they write
2. Students are able to select the right pair of correlative conjuction with the
sentence
3. Students are able to develop a paragraph using correlative conjunction from the
information given
4. Students are able to present the information about culture from what they have
write
II. Pre Instructional Activities
1. The teacher greets the students and checks the attendance list.
2. The teacher gives some triggering questions about correlative conjuction
III. Whilst Instructional Activities
1. The teacher plays a video showing the definition about correlative conjuction
2. The teacher explains more about the video
3. The teacher applies paragraph writing technique
 The teacher distributes the worksheet contain of the information about eating habit
in different culture
 Teacher asks the students to do develop a paragraph from those information using
correlative conjuction
4. The teacher applies Information-gap Task
 The teacher asks the student to present their paragraph in from of the class
 The teacher gives feedbacks to the students

IV. Post Instructional Activities

1. The teacher reviews today’s lesson
2. The teacher ends the class.

MEETING 1
TEACHING AND LEARNING ACTIVITIES
TEACHING AND LEARNING ACTIVITIES TIM
STAGES
TEACHER’S STUDENTS’ ALLOC
Pre- Greeting and checking the attendance list
Instructional “Good Afternoon, students. How are you “I’m fine thank you, and you?” 1 minute
Activities today?”

“I’m fine too, thank you”

(Students response)
“Well, before we start our class today, let me
introduce myself. My name is Faika
Khairani and you can call me Miss Faika”
1 minute
“Okay, before we start our lesson, let’s call (Students response)
the roll. Don’t forget to raise your hand
when I call your name”

Giving some triggering questions about

correlative conjuction
“Does anyone here know what correlative (Students response)
conjuction is?”
3 minute
“Okay, now I’m going to play a video about (Students response)
correclative conjuction”
(Students response)
“Please pay attention!”

(Playing a video about correlative (Students response)

conjuction)

Whilst “Based on the video that you have watched,

Instructional can you guess what we are going to learn (Students response)
Activities today?”

“Correct, we are going to learn about (Students response)

correlative conjucntion. Have you ever learn
about correlative conjunction?” 2 minute

“Great, now I’m going to explain more

about correlative conjunction!”

Explaning more about the video

“Correlative conjunctions are pairs of

joining words that we frequently use to
connect two ideas together in a sentence. In
this lesson, we'll define what a correlative
conjunction is, learn the most commonly
 used correlative conjunctions, and discover
rules for using them in sentencesThe most
commonly used correlative conjunction pairs
are:both...and either...or neither...nor not
only...but also whether...or”

” However, in order to ensure that the

sentences that are paired together are 3 minute
grammatically correct in format, there are
some rules that we need to keep in mind
when using correlative conjunctions. When
using correlative conjunctions, ensure verbs
agree so your sentences make sense. For
example: Every night, either loud music or
fighting neighbors wake John from his
sleep.When you use a correlative
conjunction, you must be sure that pronouns
agree. For example: Neither Debra nor Sally
expressed her annoyance when the cat broke
the antique lamp.When using correlative
conjunctions, be sure to keep parallel
structure intact. Equal grammatical units
need to be incorporated into the entire
sentence. For example: Not only did Mary
grill burgers for Michael, but she also fixed a
steak for her dog, Vinny.”
(Students response)
“ Do you understand what correlative
conjuction is so far?”

“ Good, now here I have some information

about eating habit in different culture”
Applying paragraph writing technique
 Distributing the worksheet contain of the
information about eating habit in
different culture
 Asking the students to do develop a
paragraph from those information using
correlative conjuction 5 minute
“ Now I want you to develop a paragraph
from these information given in the paper
using correlative conjuction”
“ I give you five minutes, is that enough?” (Students response)
“ Have you finished?”
 “ Okay, now let’s move to the next activity” (Students response)
Applying Information-gap Task Technique
 Asking the student to present their
paragraph in front of the class
“ In this activity you have to present your
paragraph in front of the class”

“Are you ready?”

(Students response)
“Great, can I have (student’s name) to come
foward and present what you have writen.”
(Student come foward)
“Okay (student’s name) time is yours!”

“Very good (student’s name), you can go ( student’s presentation)

back to your sheat!”
(Student back to her sheat)
“ Now can I have (student’s name) to
present your paragraph”
(Student come foward)
“ Great you did a great joob, thank you. You
can go back to your sheat.” 10 minu
........................................................ (Student back to her sheat)

“Okay! Now the last person can you come

foward” (Student come foward)

“Great! Now go back to your seat, please.”

(Student back to her sheat)
“Do you like the game? Great! Now let’s
start study”
(Students read and do the
Giving feedbacks to the students questions)

“ Okay students you all have done a great

5 minute
joob, you also used correlative conjuction in
your paragraph with the correct grammatical
format” (Students response)

“So, good job everyone”

(Students response)
5 minute

Post- Reviewing today’s lesson

Instructional “So, what have you learned today?” (Students response)
 Activities
“Good job students!”

“Before we end the lesson, is there any (Students response)

question? 2 minute

“Nice!”

“See you on the next meeting and have a “See you too miss”
nice day, students!”

Develop a paragraph from those information using correlative conjuction!

Eating Habit In Different Culture

Countries/ Rules Skip/ Avoid

Cultures
Japan Small portions and colorful, seasonal Fish high in heavy metals.
vegetables. The small portions help keep calories Avoid sushi such as maguro (tuna)
in check, while veggies provide a range of healthy and nama-saba (mackerel) and go for safer
 vitamins and minerals.  options like sake (salmon), ebi (shrimp),
and ika (squid) instead. . becuase they
contain mercury.

China Pick up sticks. Using chopsticks can help you eat Orange chicken (and other
slower, which usually means you'll eat less and Americanized Chinese food).
relieve obese.

France Please your palate. Eat a small portions. Try a The daily pastry. A chocolate croissant,
small portion of a treat you love (a rich, dark like many buttery breakfast pastries, is
chocolate truffle fits the bill) and savor the loaded with simple carbohydrates, sugar,
sensory experience. and fat (a.k.a. not a great start to the day)

Ethiopia Put teff to the test. Traditional Ethiopian cuisine Avoid serving family-style, this style of
emphasizes root vegetables, beans, and lentils and eating makes it hard to control portions, so
it’s light on dairy and animal products. put individual servings on a plate to make
it easier to visualize how much you’re
eating.
India Spices like turmeric, ginger, and red Creamy sauces. Those are unexpectedly
pepper may help to lower cholesterol. high in saturated fat thanks to ghee(a.k.a.
Frequently used aromatics like onions and garlic clarified butter) and full-fat coconut milk.
can also lower your risk of heart disease.

Mexico Midday feast that’s the largest meal of the day.
Recent research suggests that eating a big meal in
the evening could be a major culprit behind
gaining weight.
Italy Wine and dine. Have a glass of wine, but don’t
overdo it.Moderate wine consumption—one glass
per day for women and two glasses per day for
men—can reduce your risk for heart disease and
extend your life.
Refried beans. frying themin lard or oil
significantly ups the calories. Go for dried
or low-sodium canned beans for a healthier
burrito
Plates of pasta. A pasta-heavy diet has
been shown to increase cardiovascular risk
in otherwise healthy Italians.

Greece Practice (pro)portion control. Eat lots of fruits, Phyllo dough. It is full of spinach, but the
veggies, grains, and legumes, plus small amounts buttery pastry is full of refined
of meat, fish, dairy, and olive oil. carbohydrates.

Sweden Try rye.Scandinavian cuisine doesn't use many
veggies, but it still has several healthy elements.
Try making a sandwich on rye for a fiber-rich
alternative to white or whole-wheat bread.
Salt, especially if you're at risk for
hypertension. .  As an alternative, try
making smoked fish at home—it’s still
tasty but allows you to keep the sodium
under control.
United States Eat more fruits and veggies. Because they Pizza, cheeseburgers, and French fries
contain more nutrients. are obvious foods to save for special
occasions, but there are plenty of
seemingly healthy foods, like milk or
chicken, that have been pumped
with harmful chemicals.