LESSON PLAN

School : Junior High School Class/ Semester : VII / 1

Subject : English Time Allotment : 80 Minutes
Main Material : This Is Me; Giving and requesting identity-related information

A. Main Competence
a. KI 3 : Understand and apply factual, conceptual, procedural, and metacognitive
knowledge at simple technical and specific levels based on curiosity about science,
technology, art, culture with humanitarian, national, and state insights related to
visible phenomena and events
b. KI 4 : Demonstrate the skills of reasoning, processing, and presenting creatively,
productively, critically, independently, collaboratively, and communicatively, in the
concrete realm and abstract realm (Writing) in accordance with those learned in
school and other sources of the same in the theoretical point of view

B. Basic Competence
Basic Competence
3.2 Identify the social function,
structure of the text, and linguistic
elements of written transactional
interaction texts that involve the act of
giving and asking for information
related to identity, short and simple,
according to the context in which it is
used. {Note linguistic and vocabulary
elements related to family
relationships; pronouns (subjective,
objective, possessive)
4.2 Compiling written transactional
interaction texts is very short and
simple which involves the act of
giving and asking for information
related to identity, short and simple,
taking into account social functions,
text structure, and language elements
that are correct and appropriate to
context.
Indicator
 Determining the communicative purpose
of the text to reveal identity
 Identifying the structure of the text reveals
Who It Is
 Identify linguistic elements in text
 Identifying expressions describes the
identity of people around them well in
accordance with the structure of the text
and linguistic elements
 Using the right expressions in a coherent
text structure with the correct linguistic
elements according to the context of
presenting identity in written form
 Using expressions describes the identity
of people around them appropriately in a
coherent text structure with correct
linguistic elements according to context in
written and oral form.
C. Learning Objective
After following the learning process, students can:
 Determining the communicative purpose of the text to reveal identity
 Identify sentences that aim to introduce themselves

D. Learning Material
E. Learning Method
Problem Base Learning (PBL)

F. Media/Tools
Learning Media & Learning Resources
 Media : Worksheet or Assessment sheet

 Tools/Materials : Rulers, markers, whiteboards, Laptops & Projectors

  Learning : Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris
Resources When English Rings The Bell, Kelas VII, Kemendikbud.

G. Learning Steps
Pre-Activity (15 minutes)

Orientation

1. The teacher and students give greet each others when entering the classroom.
2. Before starting lesson, the teacher asks one of students to lead the prayer.

Apperception

1. The teacher asks the students

“Have you ever introduced yourself to your friend?”
“Do you know the name of the friend beside you?”
2. The teacher tells what material will be studied today

Motivation
1. The teacher gives some motivational words to students so that can learn the
material well.

Core Orient Students to the Problem (Critical Thinking)

Activities The teacher orients students to a problem in the image and text display and
(50 is followed by several questions related to the material.
minutes)
Teacher: “Please look at the picture bellow!”

Teacher:
 1. “Based on the picture above, What do you understand about the
picture?"
2. Do you can introduce yourself like the picture above when you meet
new people?"

Organizing Students (Collaboration, Independence, Cooperation)

At this step, the teacher divides students into several small groups (in
pairs).

Teacher:
“Okay students, let’s make group consists of you and your chair mate to
discuss about how to introduce yourself based on picture bellow!”

(The question)

Guiding Individual and Group Investigations, (Collaboration,

Independence, Cooperation, and Critical Thinking)
(At this step, the teacher guides and checks student activeness in discussion
activities. Students carry out investigation individually and ingroups about
the giving and requesting identity related information).

Teacher: “Well, to increase your understanding in self-introduction,You

can also practice by interviewing your friends with this several question,
and write down the information from your friends. Before you start to
practice, please learn more about self introduction and giving and
asking identity related information by watching this videos. Each group
could access the following YouTube link, too.”
https://youtu.be/OkNKUV78a9s?si=Pw4tk33ozhU37mO0
 Teacher : “You can also study and use the examples below which
you can develop yourself when practicing about giving and
requesting identity related information”

(The teacher shares a worksheet/LKPD to each groups)

Develop and Present the Result of the Work (Collaboration,

Independence, Cooperation and Critical Thinking)

1. Students group in pairs compile short and simple texts related to

giving and requesting identity as they are based on examples and they
have developed based on the information they get."
2. Students present the results of discussions related to giving and
requesting identity in the form of a presentation.

Teacher : “Present your work in front of the class. For another groups,
please give your opinion or suggestion related to your friends presentation.
The presentation is started from the first group.”

Analyzing and Evaluating the Problem Solving Process

At this step, the teacher analyzes and evaluates solutions
to students’ problem. The teacher presents some
explanation of the material and the examples of answers
to the problem related to giving and requesting identity.
 Closing (15 minutes)
1. Students make lesson summaries/conclusions about important points that
appear in newly carried out learning activities.
2. The teacher makes a summary / conclusion of the lesson about the
important points that appear in the new learning activity.

H. Evaluation

Task 1
Knowledge Assessment

Choose the correct answer!

1. Lina: hello my name is Lina. What is your name?
Rensi: ……
a. I am good c. I am great. How about you
b. Hi, I am Rensi d. you can call me at my phone

2. Sri: How old are you, Edo?

a. I am thirteen years old c. I live in Riau Island
b. I like to read books d. I have a brother

3. Putri: where do you come from, Riani?

Riani; ……
a. I am very good c. I come from Kuala Kurun
b. I am twelve years old d. I am a first junior high school student

4. Mike: Who is that man with you?

Dhira: …..
a. He looks so pale c. I am pretty good, thanks
b. You are welcome d. He is Faris, my cousin

5. Lendra: What is your mother's job?

Angelia: …..
a. She is a writer c. She can make cakes
b. She is very kind d. She wants to be a painter

6. My favorite activity is…….

a. Spending time with my family c. I live in Indonesia
b. My telephone number is 081254 d. I am single
 7. I put out fire. I am a……
a. Driver c. computer technician
b. Farmer d. firefighter

8. Mr. Tias: .
Mrs. Intan: How do you do Mr. Tias?
I’m Intan. Nice to meet you.
Mr. Tias: How do you do Mrs. Intan? Nice to meet you, too.

a.This is Mr. Tias, our manager b. Allow me to introduce myself. My name is Tias
c. Mrs. Intan, meet our manage d. Mrs. Intan, know Mr. Tias
Read the following short dialog for questions 9 and 10
Vio: What do you like to do?
Karina: I like to draw and sing.
Vio: Do you like to dance?
Karina: No, I don’t like to dance. Do you like to dance?
Vio: Yes, I love to dance very much. I like to dance and play basketball.
9. What do they talk about?
a. Their school c. Their family
b. Their hobbies d. Their address
10. What does Vio likes to do?
a. Draw c. Sing
b. Cook d. Dance

Task 2
Skill Assessment
Please write your identity completely!
I. Scoring Rubric
 Knowledge scoring Rubric

Number Answers score

key
1 B 10
2 A 10
3 C 10
4 D 10
5 A 10
6 A 10
7 D 10
8 B 10
9 B 10
10 D 10
Total 100

 Skill Scoring Rubric

Scoring Rubric for Writing

Component Score Level Description

of writing
4 Excellent Present the information well chosen details across the
Content sentence
3 Good Present the information with details in part of the
sentences
2 Fair Present the information with some details
1 Poor Present no clear information
4 Excellent Good in vocabulary choice
Vocabulary
3 Good Error in vocabulary choice are few and do not interfere
with understanding
2 Fair Error in vocabulary choice are and sometimes they
interfere with understanding
1 Poor Many errors in vocabulary choice that severally interfere
with understanding
4 Excellent God in grammar
3 Good Error in grammar choice are few and do not interfere
Grammar with understanding
 2 Fair Error in grammar choice are and sometimes they
interfere with understanding
1 Poor Many errors in grammar choice that severally interfere
understanding
4 Excellent Good in spelling, punctuation, and capitalization
Mechanics 3 Good Error in spelling, punctuation, and capitalization
2 Fair Error in spelling, punctuation and capitalization and
sometimes interfere with understanding
1 Poor Error in spelling, punctuation and capitalization severely
interfere with understanding