LESON PLAN (PRIVATE ENGLISH COURSE)

BASIC ENGLISH (HOSPITALITY)

16X MEETINGS/ YUDHA (LOVINA)

N TOPIC ACTIVITIES MEDIA DATE

O
1 Greetings 1. Opening Short introduction video : hbbfb
and  Praying https://www.youtube.com/watch?v=liAsT4DqalQ
Introduction  Introducing self (Teacher) https://www.youtube.com/watch?
Leave  Brainstorming (motivate the students) v=6V_3HbfFcSc
taking  Give the students some tips to enrich their https://www.youtube.com/watch?
vocab v=eNayANaigTE
 Give the student tips to speak English Short greetings video:
2. Main Activities Board
 Give the student a placement test to
measure their English
 Asks the students several question to
measure their speaking.
 Give the students a video about greeting
(good morning, afternoon, good evening,
and good night )
 Discussed about the time belongs to the
time period (drilling)
 Discussed the difference formal and
 informal greeting.
 Ask them to observe what the video is,
the expression used.
Expression;
A:Hi Joni, how are you today? / how is
life?/ how are you doing?/ what is up?
B: I am fine/ I am so good/ I am feeling
very well/ I am great/ I couldn’t be
better/I feel wonderful. Thank you. How
about you?
A: I feel fantastic, thank you. Nice to
meet you/ nice to see you
 Asks the student to follow
@planetgenius_edu to get more info.
 Give the students footage about short
introduction.
A: hello , what is your name?
B: My name is Joni x, you can call me
joni.
A: hai Joni, where are you from?
B: I am from Bali, how about you?
A: I am from Jakarta, how old are you?
B: I am 19 years old,
A: How are you?
B: I am fine , Thank you
A: nice to meet you
B: glad to meet you too. (drilling)
3. Closure
 Summarize the material
 Farewell

Subject, 1. Opening fb
Pronoun,  Brainstorming
and to be  Tells the material for the meeting
2. Main activity
 Gives the student some sentences to be
identified and compared.
- Jonny is a guest from Jakarta who
stays in room 404
- Marry and Lisa are sister
- Jonny and Marrxxy are married
- I am so confident to join the
competition
 Then asks the student to pay attention to
the subject, tells them what is subject and
the subject (iyoutheywesheheit)
 Asks the student to replace the subject
with the subject
 Asks the students to compare the two
sentences above
 Asks the student the use of is am are
 Discuss the difference and asks the
student to take note
 Discuss the negative form of the
sentences
 Worksheet!
 Discuss the worksheet

Introducing 1. Opening
the other  Greeting
 Brainstorming
2. Main activity
 Discuss about subject, subject pronoun
 Give the students worksheet
 Discuss the worksheet
  Give the students video on how
introducing the other
 Give them an example
 Drill them
 Asks the student to introduce their
friend/mother/family
3. Closing

Subject 4. Opening
pronoun  Greeting
 Brainstorming
 Homework discussion
 Ask the student about his hometown,
describe it
 Give a feedback
5. Main activity
 Ask the students to mention subjects
 Discuss subject pronoun (my, your, our,
their, her, his, its)
 Give him some example of sentences
 Ask him to make his own
 Give the students worksheet
 Discuss the worksheet
 Discuss also kepunyaan dalam bentuk s
(my mother’s house) and etc.
 Teacher can also discuss the negative
form of the sentences.
 Drill them

6. Closing

2 Number and 1. Opening https://www.youtube.com/watch?v=bQebzv8sShE 20/01/20

Time  Greeting the students + praying Board
 Brainstorming
2. Main Activity Printable telling time
 Explaining the material
 Discussed the differences between –teen Printable number 1-9 to play the game.
and –ty (17 & 27)
 Little quiz (match the num ber)
 Discussed the quiz
 GIME TIME!
- The Students are divided into
several group consisted of 9
students each.
- Each group is given a paper with
the number
- The students need to form the
number mentioned by the teacher.
- The fastest group who can form
the number mentioned win the
game.
- The game is repeated until every
group attempts to win the game.
 Discussed about how to tell time
- What time is it?
- It is four o’clock
- It is quarter past six
- It is 2 minutes to ten
- It is a half past seven
 Drill the students to practice their
pronunciation
 GAME TIME!
- The students need to come
forward to play what time is it.
- One student need to turn the
 clock, once the arrow stops, the
- Student need to mention what
time is pointed out.
- And repeated until the entire
students get the same attempt.
3. Closure
 The teacher summarize the
material discussed at that time
 The students are given some
attempts to ask some question
given by the teacher
 The teacher ends the class by
saying a goodbye to the students
 Praying.

3 Days and 1. Opening Video 21/01/20

Month  Greet the students Board, marker
 Telling the material Chunks of days name
 Brain storming Double tip
2. Main Activity Board games paper
 The teacher plays the student a video
about days while writing the students the
spelling in the board
 Singing and drilling
 GAME TIME!
- Divides the students into several
group then gives them chunks of
scrambled days.
- Each group should unscrambled
the days by lining to the board and
sticking the chunk on the into
 right order.
- The fastest group win
- Always discussed the result!

 Plays them a video

 Drill them about the pronunciation
 GAME TIME!
- (1) Divide into several group
consist of four, each group is
given a paper of board games
- The students need to mark the
months listed in the board games
- The fastest group wins.
- (2) months clapping game
- Students are asked to mention the
names of month in order while
clapping the student next to them,
- If it comes to the last month of the
year, the students need to avoid
the last clap, if the friend can
catch the clap, the victim is out.
- Played it faster.

3. Closure
 Summarize the material
 Farewell and pray.
4 Pronoun 1. Opening 25/01/21
and To Be  Greet the students
 Telling the topic
 Brainstorming

2. Main activity

5 Action Verb 1. Opening 1. Video
 Greeting youtube.com/watch?v=fukTa9pQLY4
 Telling the topic
 Brainstorming 2. List of action verb
2. Main activity 3.
 Students are given a short video about
movie scene
 Students are asked to observe and note
what the characters do during the movie
 Teacher explains what action verb is
 Teacher asks the students to find out the
English of the action verbs collected from
the movie scene
 GAME TIME!
- Students are divided into several
groups consist of 6 people, and
then the students need to guess the
action verb impersonated by the
one student from the same team.
- They are given 3 minutes time to
guess as many as action verb
impersonated by their friend.
- The most collected action verb
wins.
 The teacher gives the students some
example of simple sentences using
subject pronoun.
- They go to school at 6.30
- I have two dogs
- She walks to school at 8.00
- I study at 09.00
- Etc.
 GAME TIME!
 - Teacher prepared some chunks of
action verbs
- A pair of students needs to take
five chunks of action verbs then
they have to write a short story
based on the verbs taken.
 Closure
- Summarize
- Farewell

6 Asking and 4. Opening Video: https://www.youtube.com/watch?

telling  Greet the students v=NxyITVv_qbE
Daily  Telling the material
Activities  Brain storming: asks them some activities
that they do every morning to lead them
to the material
http://blogbahasainggrisku.blogspot.com/
5. Main Activity
2014/09/game-menarik-untuk-pembelajaran-
 The teacher plays the student a video asking.html
about daily activity conversation
 Asks the students to observe the video
and note some expression of asking and
telling the activities done by the two
characters in the video and write some on
the whiteboard and explains the language
feature.
 Asking daily routine
- What do you do?
- How do you like to spend your free time?
- Etc….
 Telling daily routine
- I like to…
- I usually wake up at..
 - I always…
- After that…
- Then…..
 Teacher explains the material.
 GAME TIME!!
- Divides the students into several group
consists of four students.
- The teacher gives the students a set
scrumble description with double tape
behind.
- The teacher gives the students scrumbles
description about daily routine and a set
of picture. The students need to arrange
the description based on the picture
given.
- The fastest group who answer it correct is
the winner.
 Teacher asks the students to interview
their pair about their daily activities and
make a short conversation after that
related to the topic. (teacher may give
them some specific topics like everyday
activities, free time activities, holiday
activities, weekend activities, and etc)
 Students present their result of
conversation.

6. Closure

Asking and 7. Opening

giving  Greet the students
direction  Ice breaking (optional)
 Telling the material
  Brain storming (asks about a place that
they might know or you can ask them like
“have you ever met someone asking for
direction? How do they ask you?” how
you respond?)
8. Main Activity
 The teacher plays the student a video
about asking and giving direction to the
students.
 Asks the students to observe the video
and note some expression of asking and
giving direction then in this part the
teacher should focus on the vocabulary
used and the language feature:
Excuse me, could you tell me how to get to…?

the bus station

Excuse me. Is there a supermarket near here?

Excuse me, do you know where the … is?

post office

How do I get to (the)…?

I’m sorry, I don’t knowPardon me, I’m lost, how

do I get to the ( … museum)?

sorry, I’m not from around here

Can you give me directions to (the)…?

I’m looking for … (this address)

Where I can find the nearest….?

Are we on the right road for…? Brighton

 Is this the right way for…? Police station

Can you tell me how to get to the drugstore?

What are the best/quickest/easiest/ way to get to (the)…?

Do you have a map?

Can you show me on the map?

Giving directions
it’s this way

it’s that way

At the traffic lights, take the first left and go straight on. It’s
on the left.

you’re going the wrong way

you’re going in the wrong direction

Go back the way you came

take this road

go down there

Turn back/ go back

take the first on the left

take the second on the right

turn right at the crossroads

Go straight on (until you come to…)

continue straight ahead for about a mile (one mile is

approximately 1.6 kilometers)

Go under/ over the bridge

 continue past the fire station

Follow the signs to …

you’ll pass a supermarket on your left

The … is beside/in front of/next to…the….

keep going for another …

hundred yards (about 91 meters)

two hundred meters

half mile (about 800 meters)

Kilometer

Keep going straight ahead

it’ll be …

on your left

on your right

straight ahead of you

How far is it?
How far is it?

 How far is it to…? the airport

How far is it to … from here?

Is it far?

Is it a long way?

it’s …

not far
quite close

quite a long way

a long way on foot

a long way to walk

about a mile from here (one mile is approximately

1.6 kilometers)
 Focus on the preposition and direction
vocabulary
- Turn right
- Turn left
- Stop
- Go straight
- Traffic light
- Crossroad
- T-junction
- Next to..
- Opposite
- On the corner..
- Go along
- …you will find…
- …you will see….
- The library is on the….
 (PREPOSITION)
- Beside
- Behind
- In front
- Below
- Above
- On
- In
- Between
- Among
- In the middle
- Near…
 GAME TIME!
- Teacher asks the students to stand up
- Invite the students to play simon says turn
right, left, and etc.
- When teacher says turn right they have to
turn right and etc.
- Teacher need to distract their
concentration by mimicking the different
movement.
- This game is used to train them to
memorize the vocabularies related to
giving direction.
 Teacher shows the students a big map of
town in which the students need to give a
direction to the places wanted.
 Teacher gives an example then asks the
students to asks the other students to give
a direction to the some places showed in
the map.
 GAME TIME!
- Divide class into two big group then one
of the representation of the group need to
be blindfolded.
- The blindfolded man need to find a place
that asked by the rival group.
- To get that place, the team need to lead
the blindfolded man into the places using
English. The fastest group gets in the
places directed is the winner.
- Noted: the teacher can use the space in
 the class as a representation of the city
and the teacher also can arrange the
classroom in a form of crossroad or t-
junction and put some sign of places eg.
Library, post office, police station, and
etc.

9. Closure

Asking and 10. Opening

Giving an  Greet the students
Opinion  Telling the material
(includes  Brain storming: asks them some activities
agree or that they do every morning to lead them
not) to the material
11. Main Activity
 The teacher gives the students a handout
of a conversation about asking and giving
opinion.
 Asks the students to observe the convo
then identify the expression write some
on the whiteboard and explains the
language feature.
What do you think of…?
• What is your opinion?
• What do you think about…?
• What is your idea?
• How about…?
• How do you feel?
• How do you think?
• Please give me your opinion?
• Give me your comment?
• Do you have opinion of…?
• Do you have any idea?
• What is your comment?
• How is your opinion?
• How about this?
• How do you like?
• How was the trip?
• How do you think of my idea?
• What are you feeling?
• What your view on?
• What is your reaction?
• What do you like?
• Do you like that?
• Do you think is it good?
Advertisements

Giving Opinion (Memberikan

Pendapat)
• In my opinion
• I personally believe
• I tend to think that
• It is my comment
• In my view
• As far I know
• I think….
• I think that
• I think I like it
• I personally consider ….
• In my opinion
• From my point of view
• The way I see is that
• My comment is
Agreeing with an Opinion
(Menyetujui Pendapat)
• Of course.
• This is absolutely right.
• I agree with this opinion.
• I agree with your Opinion.
• That’s a good point.
• I think so too.
• I couldn’t agree more.
• I agree with what you are saying.
• I agree, I never thought of that.
• Neither do I.

Disagreeing with an Opinion

(Menolak/Tidak Menyetujui
Pendapat)
• I am sorry, I don’t agree with you.
• I can’t say I agree with this, and here’s why…..
• I do not believe that.
• By this I mean…..
• I disagree with you.
• I think you are wrong.
• That’s not the same thing at all.
• I am not sure I agree with you.
• I don’t agree with you.
• I am afraid I have to disagree with you.
• It is not justified to say so.
• I am not convinced that….

 The teacher gives the students a picture

 about something and the students are asked
to give their opinions.
 The teacher states some opinion then the
students need to say agree or not and the
reason behind
 Teacher asks the students to make a
dialogue .

12. Closure

1 What do Pre-activity
you do in 1. Greeting and praying
your free 2. Brainstorming
time? (free Main-activity
time and 1. Tell the students the topic today
hobbies) 2. Ask the students, “What do you like to do in your 1. https://www.youtube.com/watch?v=-
free time?” (basa basilahh sebelum explain the UX0X45sYe4&feature=youtu.be (video)
material, you kno) 2. Activity cards
Here the teacher stimulates the students to 3. Activity table (to collect the information
mention some of activities they do in their free every group)
time (play, go, do).
3. The teacher explains the differences between
activities play (with ball or competitive game
against an opponent), go (activities ending
–ing/actual physical places), and do (recreational
activities/non-team sports that has no ball).
Go: go camping, go fishing, go swimming, go
climbing, go jogging, go diving, go to a concert,
go out for dinner
Go places: go to a party, go to the beach, go to the
park
Do: do yoga, listen to the music, play the guitar,
 take photos, play football, play badminton
4. Give the students some examples of the activities,
the places where the activity were done, and the
object used.
5. Explain the form (I love/like/enjoy doing
something--verb + gerund-ing--)
 I enjoy running
 I’m fond of going to the cinema
 I really enjoy playing football
 I do yoga
 I love to do cross word puzzle
6. Explain to the students some alternatives for like
(enjoy, hate, love, fond of, keen on, mad about,
crazy about, interested in, and into)
7. Explain adverb we can use in the sentence (really,
very, heavily,)
8. Explain how we asking someone about what they
do in their free time.
 What do you enjoy doing after
school/work?
 What do you do in your free time?
 What do you enjoy playing?
 Where do you like to go?
9. The teacher plays a video conversation talking
about hobbies.
10. Discuss the expression used to asking and
answering.
11. The teacher gives direct example by asking some
students about their hobbies and asks the students
to pay attention on how their friends answer the
questions.
12. Can You Remember? (Game)
In this game, students try to remember free time
 activities, the places the activities are done and
the objects used in each activity. Give each
student a free time activity card. The students
walk around the class, reading aloud the words on
their card to each other. The students' task is to
form a group of three with students that have a
matching free time activity. Each group should
consist of a student with a free time activity card,
a student with a card for the place where the
activity is done, and a student with a card that has
the object used in the free time activity. When
every group has been formed, the groups identify
the free time activity, place and objects used to
the rest of the class. The other students listen and
try to remember what each group says. The
groups then complete a table with the information
they remember about each activity. Groups score
one point for each correct answer. The group with
the most points wins.
Post-activity
1. Summarize
2. Praying
2 Shopping Pre-activity
in the 1. Greeting and praying
grocery 2. Brain storming
Main-activity
1. Teacher asks the students, “have you ever shop in
the grocery?, do you know what is grocery? What 1. https://www.youtube.com/watch?
they usually sell? ” v=1QCwbh9Yk0M (video)
2. The teacher plays a video conversation about 2. https://www.youtube.com/watch?
shopping in the grocery. v=b5t9K-Mb7wc
3. The teacher asks the students about the video. 3. Shop card
What they can learn from it. (bahas ekspresi yg 4. Barang uluk”an ne
- Small milk
 digunakan sebelum kita ngasi conversation - Any kind of fruit
tertulisnya. Biar mereka bisa nangkep vocab nya - One snack
dlu sendiri) - One candy
4. The teacher gives the students percakapan - Noodle
tertulisnya. Disini baru je discuss lebih lanjut. - Water (aqua gelas boleh, )
(kalo mau sekalian kasi gpp, perhatikan juga -
waktu yg limited)
5. The teacher explains each expression or adds the
others. How to welcome and ask the customer
what they want to buy, how to tell or ask the shop
keeper what we want to buy, how to mention the
cost, etc. (liat dah di videonya)
6. GAME TIME! YEYY (bargain hunters)
Here is a shopping role-play activity to help
students practice asking and saying how much
things cost. Divide the students into groups of
eight. Give four students a shop card each. These
students take on the role of shop assistants. Give
the other students a shopping list each. These
students are shoppers. The aim of the activity is
for the shoppers to save the most money possible
by finding out the cost of each item on their
shopping list in the four shops and buying each
item from the cheapest place. The shoppers ask
the price of the items on their list to each shop
assistant in turn, noting down the prices on their
shopping list. The shoppers then compare the
prices, go to the shops with the cheapest prices,
and buy the items. The shoppers then calculate
the total amount of money they spent and write it
on their list. When they have finished, the
students swap roles and repeat the activity.
Afterwards, the students with the same shopping
 lists compare their answers to check they have the
same totals.
Post-activity
1. Summarize
2. Praying

3 Inviting Pre-activity
someone 1. Greeting and praying
2. Brain storming
Main-activity
1. The teacher asks the students “do you ever
inviting someone to a party? Or inviting someone
to do something together? I think yes” what do 1. https://www.youtube.com/watch?
you usually say if you want to invite someone? v=UPB0ms02W3A (video)
You can speak in bahasa first, no problem. 2. Cards
2. The teacher stimulates the students to mention the
expression used to inviting, accepting, and
declining the invitation.
INVITING, ACCEPTING &
DECLINING INVITATION
Inviting:

 Would you like to ….

 Could you come to…
 I’d very much like
 Would you care to ….
 I’ll really happy if you come to….
 I’m sure that you won’t be disappointed to come
to….

Accepting an Invitation

 Thank you for inviting me.

 I would/will ….
  That would be very nice.
 I’d like to love to come.
 That’s fine.
 Sure. Why not?

Declining an Invitation

 I’m very sorry, I don’t think I can.

 I’d like to, but ….
 Thank you for asking me, but ….
 Unfortunately, I can’t ….

Dialog Examples:
Dialog 1
Ludi Invites Maya to go to a Movie

Ludi  :  Hi, Maya. There will be a great film tonight. It’s

about vampire.

Would you like to go to the movie with me?

Maya  : Yes, I’d like tonvery much. When will you pick me
up?

Ludi   :  I’ll pick you at 7.00. Be ready, OK!

Maya   : Alright.

Dialog 2
Afif is very busy doing his homework. Sheila, his friend,
asks him to come to her party.

Sheila   :  Heloo, this is Sheila. May I speak to Afif?

Afif       :  This is Afif speaking.

Sheila  :  Oh, hi Afif. I wonder if you’d like to come to my

house right now.

We’re having a great party.

Afif      :  I don’t think I can. I’m doing my homework. My

parents won’t

let me out before I finish my homework.

Sheila  :  That’s alright.

Afif      :  I hope you enjoy your party. Bye.

Sheila  :  Bye.

3.
4. The teacher explains some of them.
 Do you want to + some activities (do you want to
go to the beach? Do you want to go to a cinema?)
 Are you free? (are you free this weekend? Are
you free tonight?) this is an introduction to an
invitation (are you free for dinner tomorrow
night?)
 Do you want to come to? (do you want to come to
my house later? Do you want to come to my
birthday party tomorrow night?)
 Are you doing anything for lunch tomorrow?
(tekankan juga caranya jawab yes or no and the
answer should be added some information about
the plan)
 What are you up to? (what are you up to this
evening?, what are you up to on Friday night?)
 Come…with me (come to a movie with me, come
to a concert with me) stronger invitation
 Why don’t we (why don’t we take a vacation next
week, why don’t we study for tomorrow night)
really soft way to inviting someone
 Wanna grab? (quickly take something, something
that you can hold, an activity that takes short time
and that’s not serious) eg. Wanna grab a drink?
Wanna grab a coffe? Wanna grab wanna grab
lunch later?
 How about we…(how about we watch movie
later? How about we have a picnic?
 We should get together sometime.  you don’t
have a specific plan but you give a suggestion for
later. (I haven’t seen you for ages, we should get
together sometime.)
5. The teacher plays a video conversation and
discusses it.
6. GAME TIME YEYY! (I’m sorry I can’t)
In this free making and declining invitations
activity, students play a card game where they
practice how to make and decline invitations.
Give each group of three or four a set of cards,
which they shuffle and place face down in a pile
on the table. One student picks up a card and uses
the prompt on the card to invite the student on
their right to do something, e.g. 'Do you want to
go to the park this afternoon?' The student on
their right then tries to win the card by declining
the invitation and giving a reason, e.g. 'I'm sorry,
but I have to study English this afternoon'. If the
 student does this successfully, the other student
gives them the card. The students are not allowed
to use the same reason twice during the game. If
they do or they can't think of a reason, the
invitation passes to the next student on the right.
This continues until a student comes up with a
new reason and wins the card. Students continue
to play until all the cards have been used. The
student with the most cards at the end of the game
wins. Afterwards, there is a class feedback
session to find out some of the best reasons for
declining an invitation.
Post-activity
1. Summarize
2. Praying

4 Describing Pre-activity
object 3. Greeting and praying
4. Brain storming
Main-activity
1. The teacher asks the students, “have you learn
about describing something? What was it about?” 1. Ppt boleh
2. The teacher tells the students material today is 2. Pictures of some objects di guessing game
about describing object and thing. (boleh mau di print gambarnya ato
3. (boleh dah disini entah kita mau pake papan tulis tampilin lewat LCD)
buat ngejelasin, or kita buat duku materinya di 3. Cards
ppt, atau kasi apeace of paper, terserah.) The
teacher gives an explanation about how to
describe object. “biasanya apa yg kita jelaskan
untuk bisa mendeskripsikan suatu benda?”
“we can describe the item’s appearance by
describing its size, shape and color. We can talk
about its function by saying what it’s used for.
 And to give more detail we can say the material
it is made from, its weight, texture, and how
expensive it is to buy.
 To ask about the item’s appearance, we
can say: what does it look like? Its round,
its square, its triangle, its rectangle, and its
oval shaped.
 To ask about the item’s size, we can say;
how big is it? Its big, its medium size, its
small.
 To ask about function, we can say; what is
it used for? Its used for boiling water.
 To ask about the material it is made from,
we can say; what is it made of? Its made
from plastic, its made from metal, its
made from wood, its made from fabric, its
made from rubber, its made from paper.
Its made from leather.
 To talk about weight, we can say; what
does it weight? Its heavy, its medium
weight, its light.
 To ask about texture, we can say; what is
its texture? Its rough, its smooth, its hard,
its soft.
 Finally we can ask; how much does it
cost? Its expensive, its cheap. ”
4. The teacher invites the students to play a guessing
game.
“Now we have all the language we need to
describe things. Let’s play a game. I’m going to
think of one these items. First let’s make sure we
know the vocabulary for all these items. Watch,
desktop computer, comb, electric razor, kettle,
 chair, scales, calculator, umbrella, briefcase,
games, microwave oven, book, camera, sun ha,
hairdryer, alarm clock, car, key, hard hat,
television, espresso maker, belt, torch, pencil. Are
you ready to play? I’m thinking of one of these
items. Ask questions to guess which item I’m
thinking of.”
Eg. What does it look like? What does it made
of? What is it used for? It must be the….
5. GAME TIME YEY!!!!!
In this challenging describing objects activity,
students play a card game where they describe
objects with five given words or phrases. Give
each group of three or four a set of cards. The
students shuffle the cards and place them face
down in a pile on the desk. Players take it in turns
to turn over the top five cards from the pile. The
player then thinks of an object and tries to use the
five words or phrases on the cards to describe it.
The player must make one sentence per card. The
other students in the group judge whether each
sentence the player makes is acceptable. When a
player has used a card successfully to describe
their object, the player keeps the card. Any cards
the player was unable to use are placed back at
the bottom of the pile. The next player then turns
over five cards and thinks of a new object and so
on. The game continues with a different object
being chosen each time until there are no cards
left in the pile. The player with the most cards at
the end of the game wins.
Post-activity
3. Summarize
 4. Praying

5 Procedure Pre-activity
text 1. Greeting and praying
2. Brain storming
Main-activity
1. (basa-basi poollll) The teacher asks the students
“pernahkah kalian membayangkan menjadi
seorang youtuber? Youtuber seperti beauty
blogger yg berbicara di depan kamera sambil
menerangkan make up tutorial? Atau menjadi
seorang chef yang menjelaskan bagaimana cara
memasak seuatu?”…lanjutang
“nahh.. materi kita hari ini mirip dengan apa yg
kita dengarkan sehari-hari di youtube ataupun
televisi, mengenai cara membuat dan melakukan
sesuatu. Yaitu procedure text”
2. The teacher shows two different procedure text
and discuss the text together. (singkat aja)

How To Operate TV

Instructions :

 Plug the cable television into electricity

 After that, press the power button to turn on the
television
 Wait until the televison show the picture
 Choose the channel that you want to watch use the
button or the remote.
 Set the volume use the remote or button volume
 Last, if you want to turn off the television you can
 use the power button

How to Make Iced Tea

Ingredients :

 Tea bag or tea leaves

 Sugar
 Ice cubes
 Water

Instructions :

 Boil the water

 Pour the water into the glass
 Steep tea
 Strain the tea if you used loose leaves, or remove
the tea bags.
 Add sugar
 Add the ice cubes
 Serve and enjoy.

3. The teacher explains about procedure text

(terserah mau pake ppt atau apa, yg jelas singkat
aja karna aktivitas sebelumnya kan udah bahas
procedure text. Jadi diaktifitas sebelumnya udah
mengenali beberepa karakteristik. Krg jelasin yg
belum)

Procedure text is a text that explains or helps us

how to make or use something. Its social function
is to describe how something is completely done
through a sequence of steps. Communicative
purpose of this text is to describe how something
is made through a sequence of actions or steps.
There are three definition about procedure text :
(1)Texts that explain how something works or
how to use instruction / operation manuals e.g.
how to use the video, the computer, the tape
recorder, the photocopier, the fax. (2) Texts that
instruct how to do a particular activity e.g.
recipes, rules for games, science experiments,
road safety rules. (3) Texts that deal with human
behavior, e.g how to live happily, how to succeed.
There are three generic structures in procedure
text. The first is goals or purposes. The second is
materials or tools. The third and the last are steps
or methods. To know the text that we read is
procedure or not is so simple. You can read the
title if the title is started with ‘how to make…’ or
‘how to use…’ it can be certainly defined that the
text is procedure text.

Language Feature of Procedure Text

– Use adverbial of sequence / Using temporal

conjunction (e.g: first, second, third, the last)
– Use command / imperative sentence (e.g : put
the noodles on the . . ., cut the onion. . ., wash the
tomatoes. . . )
– Using adverbials (Adverbs) to express detail the
time, place, manner accurate, for example, for
five minutes, 2 hours, etc.
 – Using action verbs, e.g : make, take, boil, cook
– Using Simple Present Tense

4. GAME TIME YEYY!

 The teacher divides the students into two
groups. Give each group an envelope
contains two different procedure text.
The rules of the game:
 The teacher gives each group time to
open, read and think about the procedure
text. 2 minutes. The procedure text udah
dipotong” gtu lo mana ingredients mana
steps, mana judul dll. Abis tu kasi cinggg
kiapne, neked ije to ah sg konsen bane.
Ceritanya dibalik potongan-potongan itu
udah di isi double tip. Each student in
every group is going to run in front of the
class and stick the piece of paper on the
cupboard wkwk adi lemari, whiteboard.
Diurutin gtu pokoknya dipapan
procedurnya. Mana yang tercepat dia yang
menang.
 Let’s take a look, nilai, and give feedback.
We’re done.

EXAMPLE

1. Indomie Noodle Soup

Ingredients
• 2 small indomie noodles
• 2 large Eggs
 • Cabbage as desired
• 1 green pepper
• 1 big bulb Onion
• Curry leaves (optional)
• 2 small carrots
• 2 Red pepper

Directions
• Slice the cabbage, onions, carrots, red and
green peppers and set aside. Put a medium sized
pot on heat, add some water and bring to a boil.

• When it starts boiling, add the eggs to the

boiling water then indomie seasoning with some
chopped onion.

• Now, add the indomie noodles, stir and cover

to simmer for 3 minutes on medium heat.

Add the chopped vegetables, mix very well and

cook for another 2 minutes.

• Indomie noodles is ready to be served hot.

Enjoy

2. One Bowl Indomie Noodles

Ingredients
• 2 sachets indomie noodles
• 2 Eggs
• 1 big bulb Onions
• 3 fresh tomatoes
 • fresh pepper to taste
• Salt to taste
• Vegetable oil

Directions
• Pieces the indomie into a bowl and pour hot
water to it. Allow for about five minutes for the
noodles to get soft.

• Set your frying pan on fire and heat up some

vegetable oil. Add the sliced tomatoes, onions,
fresh pepper and a pinch of salt to taste then fry
for about five minutes.

• Sieve the indomie noodles (remove water)

then add the follow-come ingredients while still
in the bowl, at this point the noodles will be
both soft and hot.

• Break the two eggs into the same bowl

containing the noodles and stir together, then
transfer to the frying pan containing the fried
tomatoes, onions and peppers.

• Stir together until all ingredients are well

combined. Then fry for about five minutes and
you just made a yummy plate of indomie
noodles. Enjoy!

Post-activity

1. Summarize
 2. Praying

6 Common Pre-activity
English 1. Greeting and praying
phrases 2. Brain storming
Divide the students into teams of three or
four. Tell the students that they are going to
play a game where they brainstorm possible
uses for everyday objects. Write an object
on the board, e.g. a hammer. Ask the
students for possible uses for the object.
Each time a team calls out an inventive or
believable use for the object, award them
one point, e.g. 'You can use it as a weapon'.
When ideas for an object begin to run out,
move on to the next item. The team with
the most points at the end of the game wins.
Main-activity
1. The teacher asks the students whether they have
had heard some of these phrases: (pokoknya
tanya-tanya pernah gak denger, ato pake trus
explain each of the phrases, bisa sekalian abis
jelasin randomly tunjuk siswa buat pake
phrasesnya beberapa aja)
25 smart phrases
 How is it going?
 Long time no see!
 No worries
 What’s going on?
 Sorry, I wasn’t listening
 Thank you anyway!
 It doesn’t matter
 Things happen
 Lucky you!
 Good for you
 Cheer up!
 I’ll text you!
 You rock!
 Take care!
 What have you been up to?
 Its very kind of you
 Sorry to bother you
 I’ll be with you in a minute
 You’ve got to be kidding me!
 Come on, you can do
 It’s not worth it!
 That’s a good one
 Don’t take it to heart
 Fingers crossed!
 There you go
2. GAME TIME YEYY! BINGO
The teacher divides the students into two groups.
Tell them kita mau main BINGO. Masing” harus
milih mau jadi bulat atau kotak. Guru gambar
dipapan tulis kotak-kotak sebanyak 25, 5
menurun 5 mendatar. Ceritanya nanti masing
masing kotak tulisin angka 1-25. Kita bikin dulu
list 25 phrases, trus nnti kedua grup bakal milih
nmr yg di kotak’’ tu secara bergantian. Abis
milih, mereka harus menggunakan phrases itu dg
benar. Boleh berupa percakapan singkat 2 dialog
aja. Yg penting pemakaian phrases nya benar.
Kalo benar kotaknya bisa ditulis dan diganti dg
tanda X atau O sesuai tanda milik si group. Kalo
udah berhasil bikin 3 deret sekaligus bisa
 mendatar ato menurun ato diagonal, bingo deh.
Nanti banyak’’ bisa bikin bingo itu yg menang.
Post-activity
5. Summarize
6. Praying

Here is a fun brainstorming game to get your students working together and using English. Divide the students into teams of three or
four and give each team a piece of paper. Each team chooses one student to be the 'runner'. The runners go to the teacher's desk and
read a given category, e.g. 'Five things you do before you go to bed'. The runners then go back to their teams and tell their team
members the category. The teams then brainstorm words from that category and write them down. The first team to finish shouts 'stop'
and then calls out their answers. If their answers are correct, they score one point for each word in the category, e.g. five. Another
category is then placed on the desk and a new round begins and so on. The team with the highest score at the end of the game wins.
This ESL game is ideal for brainstorming new vocabulary or revising categories of words. Draw two to four columns on the board and
divide the students into a corresponding number of teams. Have each team line up in front of a column and give each team a marker or
chalk for writing. Set a time limit (e.g. five minutes) and then call out a category for the students to brainstorm. The teams' task is to
write all the words they can think of belonging to that category in the column. The first student in each team runs to the board, writes a
word from the category in the column, runs back, gives the marker or chalk to the next student and goes to the back of the line. Then,
the second student runs to the board and so on. When the time limit has been reached, stop the game and check the words and spelling
for each team. For each correctly spelt word belonging to the category, teams score one point. Several rounds can be played with a
different category being called out each time. The team with the highest score at the end of the game wins.
This entertaining ESL game is useful for brainstorming categories of words. Divide the students into three or four teams. Each team
plays in turn. Call out a category from your word list, e.g. sports. The first team then has one minute to shout out as many words as
they can relating to that category. The team scores one point for every word that is on your list. Then, another category is called out
and it's the second team's turn to play and so on. The game continues until all the categories have been used. The team with the most
points at the end of the game is the winner. As an alternative, repeat the same category with all the teams and reveal the scores and
answers at the end of each round.