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LESSON PLAN 1

School Name : SMA N 7 PURWOREJOSubject : EnglishClass / Program : XII / ScienceSemester : 2Year : 2013 / 2014Time Allocated : 2 x 45 ‘

I. STANDARD OF COMPETENCY :

Listening To understand the meaning of formal transactional and interpersonal conversation text sustained in

daily life context.

II. BASIC COMPETENCY : To respond to the meaning of formal transactional and interpersonal conversation. To use spoken

language sustained in the daily life context , accurately, fluently, and acceptably. like expressions for persuading, giving spirit, criticizing, expressing hope, and prohibiting.

III. INDICATORS: To identify the meaning of the expressions for persuading/encouraging. To respond to the expressions for persuading/encouraging. To identify the meaning of expressions for criticizing. To respond to the expressions for criticizing. To identify the meaning of expressions for stating hope. To respond to the expression for stating hope. To identify the meaning of expressions for prohibiting. To respond to expressions for prohibiting.

IV. GOAL OF TEACHING/LEARNING ACTIVITIES :

Students are able to: To identify the meaning of the expressions for persuading/encouraging. To respond to the expressions for persuading/encouraging. To identify the meaning of expressions for criticizing. To respond to the expressions for criticizing. To identify the meaning of expressions for stating hope. To respond to the expression for stating hope. To identify the meaning of expressions for prohibiting. To respond to expressions for prohibiting.

V. MATERIALS :

A. Persuading, giving spirit e. g. A: Would it be possible for you to…?

B: I’ll consider that. B. Criticizing E. g. A: I don’t think that was a good idea.

B: I’m glad you bring that up…C. Stating hope e. g. A: I do hope that…

B: I hope so too.D. Prohibiting mis. A: I wouldn’t do that if I were you.

B: Thanks for telling me.

VI.TEACHING METHOD

Demonstration Practice Assignment

VII. TEACHING / LEARNING ACTIVITIES :

Lesson Teaching Activities Core

ValueTime

(minutes)1. Introduction

- Teacher Greets the students religiously.- Teacher checks the students attendance and

communicates creatively. (discipline)- Teacher asks the students about the previous materials

which relate to the materials they will learn.- The teacher gives motivation to the students in learning

the topic he/she will give.- 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 ActivitiesExploration:- The teacher gives the explanation about the expressions

of Persuading, giving spirit , Criticizing , Stating hope , and Prohibiting.

- In groups, the students do library study for identifying many kinds of expression of of Persuading, giving spirit , Criticizing , Stating hope , and Prohibiting and their responses.

- The teacher asks the students to give examples of expression used in that situation.

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.(communicative)- The students discuss the responses given in the

expression heard.- The teacher asks the students to make conversation in

pairs. (hardworking & creative)- 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. (independent)- The teacher ask the students to review the expressions

they have learned.

Closing:- The teacher ask the students to make a brief resume

about the expressions they have learned.- Post Test: Complete the blanks based on what you hear

in the recording & answer the questions- Teacher tells the students about the goal of

Discipline Curious Hard- working Creative Indepen- dent Commu- nicative

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teaching/learning activities and basic competency they will attain for 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 : XII / ScienceSubject : English Semester : 2

No.

Basic Competency

Class/sem Materials Indicator Type of test Number

of test

1. To respond to the meaning of formal transactional and interpersonal conversation. To use spoken language sustained in the daily life context , accurately, fluently, and acceptably.

like expressions for persuading, giving spirit, criticizing, expressing hope, and prohibiting.

XII/2 E. Persuading,giving spirit

e. g. A: Would it be possible for you to…? B: I’ll consider that.

F. Criticizing E. g. A: I don’t think that was a good idea.B: I’m glad you bring that up…

G. Stating hope e. g.

A: I do hope that…B: I hope so too.

H.Prohibiting mis.

A: I wouldn’t do that if I were you. B: Thanks for telling me.

To identify the meaning of the expressions for persuading/encouraging.

To respond to the expressions for persuading/encouraging.

To identify the meaning of expressions for criticizing.

To respond to the expressions for criticizing.

To identify the meaning of expressions for stating hope.

To respond to the expression for stating hope.

To identify the meaning of expressions for prohibiting.

To respond to expressions for prohibiting.

Written test A, B

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

Maudy : Mom, look What I have!Mom : What is it?Maudy : ... (1)... about newly launched cell phones.Mom : Oh dear, you shouldn’t think about it anymore. Just focus on your study, okay?Maudy : Yes, of course. But, can I change ... (2)... with the new one?

Mom : ... (3)... . Listen, I have no doubt that you are a smart student. You will be able to have your great years during high schools without being equipped with ... (4) ... . What do you say? Maudy : You’re right, Mom. It is just enough for me to have the old phone. Mom : That’s good. Then you understand ...(5)... ? Maudy : Yes, Mom Mom : That’s my girl.

B. Answer the following Questions!

1. What does Maudy want to buy?2. Does her mother agree?3. What is her mother advice?4. What does her mother say to encourage her? 5. In your opinion, what is Maudy like?

Scoring Rule

School Name : SMA N 7 PURWOREJO Class /semester : XII / 2Subject : English Year : 2013/2014Type of Test : Written test

No. Criteria Score

A.

B.

The students are asked to complete the blanks based on what they hear in the recording about the dialogue expressing encouraging.

The students are asked to answer the questions based on the text they have heard.

10

10

Marks = score gotten X 5

IX. SOURCE / MATERIAL / TEACHING AID

- Cassettes - CD - English Alive 3 for Senior High School grade XII – Yudhistira

- Linked To The World 3 for Senior High School grade XII – Yudhistira - English Student Worksheet

Approved by the headmaster, Purworejo, January 2 , 2014

Subject teacher,

Padmo Sukoco,M.Pd Dra. Rahmi Bekti UtamiCSN 19640718 198703 1 010 CSN. 19620529 198903 2 003

Lesson plan 1

Maudy : Mom, look What I have!Mom : What is it?Maudy : A brochure about newly launched cell phones.Mom : Oh dear, you shouldn’t think about it anymore. Just focus on your study, okay?Maudy : Yes, of course. But, can I change my cell phone with the new one?

Mom : I’m afraid you can’t. Listen, I have no doubt that you are a smart student. You will be able to

have your great years during high schools without being equipped with luxurious facilities. What do you say? Maudy : You’re right, Mom. It is just enough for me to have the old phone. Mom : That’s good. Then you understand why I object it? Maudy : Yes, Mom Mom : That’s my girl.

Mr. Donovan : Good morning, Matt. You’ve come too early.Matthew : Good morning Mr. Donovan. I’m so sorry for coming late today.Mr. Donovan : Today? You come late almost everyday. What have you been doing anyway?Matthew : Yes, sir. I’ve been busy working on my project these days.Mr. Donovan : What project? You can lose your job if you keep doing so. I have lost my temper, kid.Matthew : I know that, Sir. It’s my wife; she’s always argued with me who should take Paula to school.Mr. Donovan : Come on, Matt. You are both grown up and it’s just silly to argue over that small stuff.Matthew : Yes, Sir. I know. I’ll talk to my wife about this problem.Mr. Donovan : I believe you have to. I don’t want to see you coming late again.Matthew : I’m deeply regretful for doing so, Sir. This will be the last for me. I promise to be punctual next time.Mr. Donovan : That’s good. You are one of my best men, Matt. I count on you, so don’t make me disappointed.Matthew : Thank you, Sir. I’ll do my best then. Sorry, I’ve got to go to my desk.Mr. Donovan : Yes, please. And .. wait a second! I think you have dressed too sloppily these days. I don’t like that. Matthew : Sorry. I’ve been so careless. I’ll dress more neatly.

LESSON PLAN 2


I. STANDARD OF COMPETENCY : Speaking To understand the meaning of formal transactional and interpersonal conversation text sustained in

daily life context.

II. BASIC COMPETENCY : To respond to the meaning of formal transactional and interpersonal conversation. To use spoken

language sustained in the daily life context accurately, fluently, and acceptably like expressions for persuading, giving spirit, criticizing, expressing hope, and prohibiting.

III. INDICATORS To use expressions for persuading and encouraging. To use expressions for criticizing To use expressions for stating hope To use expressions for prohibiting

IV. GOAL OF TEACHING/LEARNING ACTIVITIES : Students are able to:

To use expressions for persuading and encouraging. To use expressions for criticizing To use expressions for stating hope To use expressions for prohibiting

V. MATERIALS :

I. Persuading, giving spirit e. g. A: Would it be possible for you to…?

B: I’ll consider that. J. Criticizing E. g. A: I don’t think that was a good idea.

B: I’m glad you bring that up…K. Stating hope e. g. A: I do hope that…

B: I hope so.L. Prohibiting

e.g.. A: I wouldn’t do that if I were you. B: Thanks for telling me.

VI. TEACHING METHOD




ValueTime








Main ActivitiesExploration:- The teacher gives the explanation about the expressions

of of Persuading, giving spirit , Criticizing , Stating hope , and Prohibiting.

- In groups, the students do library study for identifying many kinds of expression of of Persuading, giving spirit , Criticizing , Stating hope , and Prohibiting.

and their responses. (Hardworking & independent)- 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. (communicative)- The students discuss the responses given in the

expression heard.- The teacher asks the students to make conversation in

pairs. (hardworking and creative)- The students act out the dialog related to of

Persuading, giving spirit , Criticizing , Stating hope , and Prohibiting in front of the class. The other students listen to the information.

Confirmation :


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- The teacher ask the students to review the expressions they have learned by summarizing the expression of of Persuading, giving spirit , Criticizing , Stating hope , and Prohibiting from the video.

- The teacher ends the lesson by asking the students to make conclusion. (independent)


about the expressions they have learned.- Post Test: Read the short dialogues individually and

identify the expressions of persuading and create your own dialogue using the expressions of “Stating hope and Prohibiting ” based on your own situation, after that practice them in front of the class!

- Teacher tells the students about the goal of teaching/learning activities and basic competency they will attain for the next meeting.

VIII. EVALUATION


School Name : SMA N 7 PURWOREJO Class /Program : XI / ScienceSubject : English Semester : 2

No. Basic Competency Class/sem Materials Indicator Type of test Number

of test

1. To respond to the meaning of formal transactional and interpersonal conversation. To use spoken language sustained in the daily life context accurately, fluently, and acceptably like expressions for persuading, giving spirit, criticizing, expressing hope, and prohibiting.

XII/2 M. Persuading,

giving spirit e. g. A: Would it

be possible for you to…?

B: I’ll consider that.

N. Criticizing E. g. A: I don’t

think that was a good idea.

B: I’m glad you bring that up…

O. Stating hope

e. g. A: I do hope that…

B: I hope so.

P. Prohibiting e.g.. A: I

wouldn’t do that if I were you.

B: Thanks for telling me.

- To use expressions for persuading and encouraging.

- To use expressions for criticizing

- To use expressions for stating hope

- To use expressions for prohibiting

performance A, B

A. Read the short dialogues individually and identify the expressions of persuading and encouraging!

Kevin : Rita, why do you look so awful?Rita : My paents will be on a vacation to Bali. Yet, they won’t take me with them.Kevin : Come on, Rita. Don’t be gloomy. We can arrange another program for our holiday.Rita : Such as?Kevin : Camping. Rudy, Liza and I will go camping next Saturday.Rita : That would be great, then. Would it be possible for me to join?Kevin : Yes, absolutely. It would certainly be fantastic with your being there.

B. Now, create your own dialogue using the expressions of “Stating hope and Prohibiting ” based on your

own situation, after that practice them in front of the class!

Scoring Rule

School Name : SMA N 7 PURWOREJO Class /semester : XII / 2Subject : English Year : 2012/2013Type of Test : performance

No. Criteria Score

A.

B.

The students are asked to identify the expressions of persuading and encouraging.

The students are asked to create their own dialogue using the expressions they have learned (the expression of stating hope and prohibiting).

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IX. SOURCE / MATERIAL / TEACHING AID- Cassettes- CD- English Alive 3 for Senior High School grade XII – Yudhistira- Linked To The World 3 for Senior High School grade XII – Yudhistira- English Student Worksheet


Subject teacher,


LESSON PLAN 3

School Name : SMA N 7 PURWOREJOSubject : EnglishClass / Program : XII/ ScienceSemester : 2Year : 2012 / 2013Time Allocated : 2 x 45 ‘

I. STANDARD OF COMPETENCY : Listening

To understand the meaning of formal transactional and interpersonal conversation text sustained in daily life context

II. BASIC COMPETENCY : To respond the meaning of formal transactional and interpersonal conversation. To use spoken

language sustained in the daily life context accurately, fluently, and acceptably. like expressions of regretting, planning, objective, purpose, predicting, speculating, and giving comment.

III. INDICATORS To identify the meaning of expressions for regreting. To respond to the expressions for regreting. To identify the meaning of planning, objective, purpose expressions To respond to the planning, objective, purpose expressions To identify the meaning of expressions for predicting/speculating. To respond to the expressions for predicting/speculating. To identify the meaning of expressions for giving comment To respond to the expressions for giving comments.


Students are able to: To identify the meaning of expressions for regreting. To respond to the expressions for regreting. To identify the meaning of planning, objective, purpose expressions To respond to the planning, objective, purpose expressions To identify the meaning of expressions for predicting/speculating. To respond to the expressions for predicting/speculating. To identify the meaning of expressions for giving comment To respond to the expressions for giving comments.

V. MATERIALS :

Q. Regretting E. g . A: I’m the one to blame. B: No use crying over spilt milk.

R. Expressions of planning, objective, and purposeE. g. A: What’s the plan?

B: The plan is…S. Predicting, speculating

E. g. A: We can speculate that … B: I think it’s well grounded.

o Giving commentmis. A: You did a good job!

B: Thank you.

VI. TEACHING METHOD



Lesson Teaching Activities CoreValue

Time(minutes)

1. Introduction- Teacher Greets the students religiously.- Teacher checks the students attendance and


which relate to the materials they will learn.- The teacher gives motivation to the students in

learning the topic he/she will give.- Teacher tells the students about the goal of



Main ActivitiesExploration:- The teacher gives the explanation about the

expressions of Regretting, planning, objective, and purpose, Predicting, speculating, and Giving comment.


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- In groups, the students do library study for identifying many kinds of expression of Regretting, planning, objective, and purpose, Predicting, speculating, and Giving comment and their responses. (Hardworking & Independent)

- The teacher asks the students to give examples of expression used in that situation. (Creative)


conversation by using CD/cassette classically- The students discuss the expressions used in the

conversation heard in pairs. (Communicative)- The students discuss the responses given in the

expression heard. (Communicative)- The teacher asks the students to make conversation

in pairs. (Creative)- The students demonstrate their performance in front

of the class. The other students listen to the information.


they have learned. - The teacher ends the lesson by asking the students to

make conclusion. (Independent)- The teacher ask the students to review the expressions

they have learned.


about the expressions they have learned.- Post Test: Complete the blanks based on what you

hear in the recording & answer the questions based on the doalogue you have completed.


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.

10

VIII. EVALUATION



No. Basic Competency

Class/sem Materials Indicator Type of test Number

of test

1. To respond the meaning of formal transactional and interpersonal conversation. To use spoken language sustained in the daily life context accurately, fluently, and acceptably. like expressions of regretting, planning, objective, purpose, predicting, speculating, and giving comment.

XII/2 T.Regretting E. g . A: I’m the one to blame. B: No use crying over spilt milk.U. Expressions of

planning, objective, and purpose

E. g. A: What’s the plan? B: The plan is…V. Predicting,

speculatingE. g. A: We can speculate that … B: I think it’s well grounded.o Giving commentmis. A: You did a good job!

B: Thank you.

To identify the meaning of expressions for regreting.

To respond to the expressions for regreting.

To identify the meaning of planning, objective, purpose expressions

To respond to the planning, objective, purpose expressions

To identify the meaning of expressions for predicting/speculating.

To respond to the expressions for predicting/speculating.

To identify the meaning of expressions for giving comment

To respond to the expressions for giving comments.

Written test A, B

A. Here is a dialogue. Complete the blanks based on what you hear in the recording.

Mr. Donovan : Good morning, Matt. You’ve come too early.Matthew : Good morning Mr. Donovan. I’m so sorry for ...(1)... Mr. Donovan : Today? You come late almost everyday. What have you been doing anyway?Matthew : Yes, sir. I’ve been ...(2)... on my project these days.Mr. Donovan : What project? You can lose your job if you keep doing so. I have ...(3)..., kid.Matthew : I know that, Sir. It’s my wife; she’s ...(4)... with me who should take Paula to school.Mr. Donovan : Come on, Matt. You are both ...(5)... and it’s just silly to argue over that ...(6)... Matthew : Yes, Sir. I know. I’ll talk to my wife about this problem.Mr. Donovan : I...(7)... you have to. I don’t want to see you coming late again.Matthew : ...(8)... for doing so, Sir. This will be the last for me. I promise to be punctual next time.Mr. Donovan : That’s good. You are one of my best men, Matt. I count on you, so ...(9)...Matthew : Thank you, Sir. I’ll do my best then. Sorry, I’ve got to go to my desk.Mr. Donovan : Yes, please. And .. wait a second! I think you have dressed too ...(10)... these days. I don’t like that. Matthew : Sorry. I’ve been so careless. I’ll dress more neatly.

B. Answer the questions based on the doalogue above!

1. What does Mr. Donovan mean when saying that Matthew has come too early?2. Why has Matt come late at work lately?3. Who is Paula? What happens to her?4. What do you think of Matt’s record before his boss found him coming late?5. Underline the expressions of criticizing and regretting in the conversation above.

Scoring Rule


No. Criteria Score

A.

B.

The students are asked to complete the blanks based on what they hear in the recording about the dialogue expressing regretting. The students are asked to answer the questions based on the doalogue. The students are asked to complete the blanks based on what they hear in the recording about the dialogue expressing anger.

10

10

Marks = score gotten : X 5





Subject teacher,


LESSON PLAN 4


I. STANDARD OF COMPETENCY : Speaking

To understand the meaning of formal transactional and interpersonal conversation text sustained in daily life context.

II. BASIC COMPETENCY :

To respond to the meaning of formal transactional and interpersonal conversation To use spoken language sustained in the daily life context accurately, fluently, and acceptably like expressions of regretting, planning, objective, purpose, predicting, speculating, and giving comment

III. INDICATORS To use expressions for regretting To use planning, objective, purpose expressions To use expressions for predicting To use expressions speculating To use expressions for giving comment


To use expressions for regretting To use planning, objective, purpose expressions To use expressions for predicting To use expressions speculating To use expressions for giving comment

V. MATERIALS :

W.Regretting E. g . A: I’m the one to blame. B: No use crying over spilt milk.

X. Expressions of planning, objective, and purposeE. g. A: What’s the plan? B: The plan is…

Y. Predicting, speculating E. g. A: We can speculate that …

B: I think it’s well grounded.

o Giving commentmis. A: You did a good job!

B: Thank you.

VI. TEACHING METHOD




Time(minutes)






10



Main ActivitiesExploration:- The teacher gives the explanation about the

expressions of Regretting, planning, objective, and purpose, Predicting, speculating, and Giving comment.

- In groups, the students do library study for identifying many kinds of expressions of Regretting, planning, objective, and purpose, Predicting, speculating, and Giving comment. (hardworking)

- The teacher asks the students to give examples of expression used in that situation. (creative)


conversation by using CD/cassette classically.- The students discuss the expressions used in the

conversation heard in pairs. (Communicative)- The students discuss the responses given in the

expression heard. (Communicative) - The teacher asks the students to make conversation

in pairs. (creative)- The students act out the dialog related to the

expressions of Regretting, planning, objective, and purpose, Predicting, speculating, and Giving comment in front of the class. The other students listen to the information. (Communicative)


they have learned by summarizing the expression of Regretting, planning, objective, and purpose, Predicting, speculating, and Giving comment from the video. (Independent)

- The teacher ends the lesson by asking the students to make conclusion.


about the expressions they have learned.- Post Test: Read the short dialogues individually and

pay attention to the expressions of Regretting & Create your own dialogue using the expressions of planning, objective, and purpose, Predicting,

speculating, and giving comment and present it in front of the class.


Structured assessment:- Making a dialog by using expressions of Regretting,

planning, objective, and purpose, Predicting, speculating, and Giving comment based on the situation given by the teacher and then present it in front of the class.

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VIII. EVALUATION



No. Basic Competency Class/sem Materials Indicator Type of test Numbe

r of test

1. To respond to the meaning of formal transactional and interpersonal conversation To use spoken language sustained in the daily life context accurately, fluently, and acceptably like expressions of regretting, planning, objective, purpose, predicting, speculating, and giving comment

XII/2

Z. Regretting E. g . A: I’m the one to blame. B: No use crying over spilt milk.

AA. Expressions of planning, objective, and purposeE. g. A: What’s the plan? B: The plan is…

BB. Predicting, speculating E. g. A: We can speculate that … B: I think it’s well grounded.

o Giving commentmis. A: You did a good job! B: Thank you.

- To use expressions for regretting

- To use planning, objective, purpose expressions

- To use expressions for predicting

- To use expressions speculating

- To use expressions for giving comment

performance A, B

A. Read the short dialogues individually and pay attention to the expressions of Regretting

Mr. Donovan : Good morning, Matt. You’ve come too early.Matthew : Good morning Mr. Donovan. I’m so sorry for coming late today.Mr. Donovan : Today? You come late almost everyday. What have you been doing anyway?Matthew : Yes, sir. I’ve been busy working on my project these days.Mr. Donovan : What project? You can lose your job if you keep doing so. I have lost my temper, kid.Matthew : I know that, Sir. It’s my wife; she’s always argued with me who should take Paula to school.Mr. Donovan : Come on, Matt. You are both grown up and it’s just silly to argue over that small stuff.Matthew : Yes, Sir. I know. I’ll talk to my wife about this problem.Mr. Donovan : I believe you have to. I don’t want to see you coming late again.Matthew : I’m deeply regretful for doing so, Sir. This will be the last for me. I promise to be punctual next time.

Mr. Donovan : That’s good. You are one of my best men, Matt. I count on you, so don’t make me disappointed.

Matthew : Thank you, Sir. I’ll do my best then. Sorry, I’ve got to go to my desk.Mr. Donovan : Yes, please. And .. wait a second! I think you have dressed too sloppily these days. I don’t like that. Matthew : Sorry. I’ve been so careless. I’ll dress more neatly.

B. Create your own dialogue using the expressions of planning, objective, and purpose, Predicting, speculating, and giving comment and present it in front of the class!

Scoring Rule


No. Criteria Score

A.

B.

The students are asked to identify the expressions of Regretting.

The students are asked to create your own dialogue using the expressions of planning, objective, and purpose, Predicting, speculating, and giving comment and present it in front of the class!

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IX. SOURCE / MATERIAL / TEACHING AID- Cassettes

- CD - English Alive 3 for Senior High School grade XII – Yudhistira



Subject teacher,


LESSON PLAN 5



Listening

To understand the meaning of short functional text and monologue in form of narrative and review in daily life context

II. BASIC COMPETENCY : To respond to the meaning of formal and informal short functional spoken text (e. g. banner,

poster, pamphlet, etc) accurately, fluently, and acceptably in daily life context

III. INDICATORS To identify the topic of short functional text they listen to To identify certain information from the short functional text they listen to To identify the purpose of short functional text they listen to.


To identify the topic of short functional text they listen to To identify certain information from the short functional text they listen to To identify the purpose of short functional text they listen to.

V. MATERIALS : Short functional spoken text

VI. TEACHING METHOD




Time(minutes)








10

Main ActivitiesExploration:- The teacher gives the explanation about short

functional text (oral advertisement).- In groups, the students do library study for

identifying many kinds of short functional text (oral advertisement). (Hardworking)

- The teacher asks the students to give examples of oral advertisement used in certain situations. (Creative)


oral advertisement by using CD/cassette classically.- The students discuss the expressions used in oral

announcement heard in pairs. (Communicative)- The teacher asks the students to make oral

advertisement in pairs. (Creative)- The students demonstrate their performance in front

of the class. The other students listen to the information. (Communicative)

- The teacher asks the students to answer the questions based on the text heard. (Independent)


(oral advertisement) they have learned. - The teacher ends the lesson by asking the students to

make conclusion. (Independent)- The teacher ask the students to review the expressions

(oral a advertisement) they have learned. - The teacher ask the students to review the text they

have learned. - The teacher ends the lesson by asking the students to

make conclusion.


about the expressions (oral advertisement) they have learned.

- The teacher ask the students to make a brief resume about the Text they have learned.

- Post Test: Listen to the oral advertisement and answer the questions & Make advertisement based on your own situation.


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VIII. EVALUATION



No. Basic Competency Class/sem Materials Indicator

Type of test

Number of test

1. To respond to the meaning of formal and informal short functional spoken text (e. g. banner, poster, pamphlet, etc) accurately, fluently, and acceptably in daily life context

XII/2 Short functional spoken text (oral advertisement).

To identify the topic of short functional text they listen to

To identify certain information from the short functional text they listen to

To identify the purpose of short functional text they listen to.

Written test

A, B

Scoring Rule


No. Criteria Score

A.

B.

The students are asked to answer the questions based on the oral advertisement they have heard.

The students are asked to make advertisement based on their own situation.

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A. Listen to this oral advertisement and answer the questions!

DIENG RESTO

Every Saturday from 18.00 to 21.30Dieng RestaurantA selection of our original recipe, Prepared in front of your eyes by our chef

Included free Carica drink Enjoy the live music by Antrax Band

For more info:

Call: 3389777 ext. 65111 – 65112DIENG RESTAURANT WONOSOBO

1. Where is Dieng resto located?2. When is it opened every day?3. What can you find in Dieng Resto?4. What kind of drink is prepared by the chef?5. For more information, Where can we get it?

B. Make advertisement based on their own situation.





Subject teacher,


LESSON PLAN 6



Speaking

To express the meaning of short functional text and monologue in the form of narrative and review in daily life context


To express the meaning of formal and informal short functional spoken text (e. g. banner, poster, pamphlet, etc) accurately, fluently, and acceptably in daily life context.

III. INDICATORS :

To use spoken language in delivering short functional text


Students are able to: To use spoken language in delivering short functional text

V. MATERIALS :

Short functional spoken text

VI. TEACHING METHOD Demonstration Practice Assignment



ValueTime


- Teacher Greets the students religiously. Disciplin 10

- Teacher checks the students attendance and communicates creatively. (discipline)

- Teacher asks the students about the previous materials which relate to the materials they will learn.

- The teacher gives motivation to the students in learning the topic he/she will give.

- Teacher tells the students about the goal of teaching/learning activities and basic competency they will attain.


Main ActivitiesExploration:- The teacher gives the explanation about the Short

functional spoken text.- In groups, the students do library study for identifying

many kinds of Short functional spoken text, (Hardworking)

- The teacher asks the students to give examples Short functional spoken text. (Creative)

- The teacher gives the explanation about the Short functional spoken text.

- In groups, the students do library study for identifying many kinds of Short functional spoken text.

- The teacher asks the students to give examples of Short functional spoken text used in certain situations.

Elaboration :- The teacher ask the students to practice the Short

functional spoken text with good pronunciation.- The teacher ask the students to answer the questions

based on the Short functional spoken text they have just practiced. (Independent)

- The teacher ask the students to write Short functional spoken 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)

- The students listen to the interpersonal/transactional of short Short functional spoken text by using CD/cassette classically.

- The students discuss the Short functional spoken text heard in pairs. (Commuicative)

- The students discuss the content of the Short functional spoken text heard. (Commuicative)

- The teacher asks the students to make the short functional text (oral advertisement) based on the situation given in pairs. (Creative)

Confirmation :- The teacher ask the students to review the Short

functional spoken text they have learned. - The teacher ask the students to review the short

functional text (oral advertisement).- The teacher ends the lesson by asking the students to

make conclusion. (Independent)


about the short functional text (oral advertisement ) they

e Curious Hard- Working Creative Indepen- dent Commu- nicative

70

10

have learned.- Post Test: Listen to the ad read by your teacher. Then,

orally answer these questions & Make an advertisement based on your own situation, and then read it loudly. You can discuss the purpose of the advertisement you have made.


Structured assessment:- Answering the questions about the content of the short

functional written text (e.g. banner, poster, pamphlet etc.)

VIII. EVALUATION


School Name : SMA N 7 PURWOREJO Class /Program : XII / ScienceSubjec t : English Semester : 2


r of test

1. To express the meaning of formal and informal short functional spoken text (e. g. banner, poster, pamphlet, etc) accurately, fluently, and acceptably in daily life context

XII/2

- Short functional Text (oral advertisement)

To use spoken language in delivering short functional text

performance A, B, C, D, E.

Evaluation:

A. Listen to the ad read by your teacher. Then, orally answer these questions!

English teachers, excellent Eng. Skill & attitude. Love children. Min 1 year experience. We quarantee fair, pleasant, great working atmosphere. FORENCE Perum Poris Indah E 595 C, Tgr 15148. Immediately.

1. What vacancy does the ad have?2. What qualification should the applicant have?3. Where should the applicant send the application?4. Do you interest to fill the vacancy? Why or why not?5. Where do you usually seek job vacancy?

B. Make an advertisement based on your own situation, and then read it loudly. You can discuss the purpose of the advertisement you have made!

Scoring Rule






Subject teacher,


No. Criteria Score

A.

B.

.

The students are asked to listen to the ad read by the teacher. Then, answer the questions orally.

The students are asked to make an advertisement based on their own situation, and then read it loudly. They are asked to discuss the purpose of the advertisement they have made.

10

10


LESSON PLAN 7



Listening

To understand the meaning of short functional text and monologue in the form of narrative and review in daily life context

II. BASIC COMPETENCY : To respond to the meaning of monologue text which is use spoken language accurately, fluently,

and acceptably in daily life context in form of narrative and review texts

III. INDICATORS :

To identify the characters from the story they listen to To identify the events from the text they listen to To identify the comment to the movie/song/novel To identify the suggestion in a review they listen to


To identify the characters from the story they listen to To identify the events from the text they listen to To identify the comment to the movie/song/novel To identify the suggestion in a review they listen to

V. MATERIALS : Oral text of narrative Oral text of spoof Oral text of hortatory exposition

VI. TEACHING METHOD : Demonstration Practice Assignment



ValueTime


- Ask the students about the previous materials they have learned.

- Tell the students about the goal of teaching/learning

Discipline Curious Hard-

1

activities and basic competency they will attain.

Main ActivitiesExploration:- The teacher gives the explanation about the narrative

text and spoof text.- In groups, the students do library study for identifying

many kinds of narrative text and spoof text.- The teacher asks the students to give examples of

narrative text and spoof text.Elaboration :- The students listen to the narrative text text and spoof

text by using CD/cassette classically.- The students discuss the narrative text and spoof text

heard in pairs.- The students discuss the content of the narrative text

and spoof text they have just heard.- The teacher asks the students to answer the questions

based on the narrative text and spoof text they have just heard individually.

- Confirmation : - The teacher ask the students to review the narrative

text and spoof text they have learned. - The teacher ends the lesson by asking the students to

make conclusion.- The teacher ask the students to review the narrative

text and spoof text they have learned.


about the the narrative text and spoof text they have learned.

- Post Test

working Creative Indepen- dent Commu- nicative

70

10

2. Introduction- Ask the students about the previous materials they

have learned.- Tell the students about the goal of teaching/learning


Main Activities

Exploration:- The teacher gives the explanation about the hortatory

exposition text.- In groups, the students do library study for identifying

many kinds of hortatory exposition text text.- The teacher asks the students to give examples of

hortatory exposition text.

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.- The teacher asks the students to answer the questions

based on the hortatory exposition text they have just heard individually.

- Confirmation : - The teacher ask the students to review the hortatory

exposition text they have learned. - The teacher ends the lesson by asking the students to


10

70

make conclusion.- The teacher ask the students to review the hortatory

exposition text they have learned.


about the the hortatory exposition text they have learned.

- Post Test.

10

VIII. EVALUATIONThe frame work of evaluation



r of test

1. To respond to simple texts accurately, fluently, and acceptably in the genres of narrative, spoof and hortatory exposition in the context of daily life.

XI/2 Oral text of narrative

Oral text of spoof

Oral text of hortatory exposition

The students should be able to : 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

- Written test

- Quiz

- Assign ment

A, B, C, D, E.

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

School Name : SMA N 7 PURWOREJO Class /semester : XI / 2Subject : English Year : 2011/2012Type of Test : written

No. Criteria Score

A.

B.

C.

D.

E.

F.

The students are asked to listen carefully to the teacher and complete the narrative text.The students are asked to answer the questions based on the text they have completed.The students are asked to listen carefully to the teacher and complete the narrative text.The students are asked to answer the questions based on the text they have completed.The students are asked to listen carefully to the teacher and complete the narrative text.The students are asked to answer the questions based on the text they have completed.

10

5

10

10

10

5



- Cassettes - CD - English Alive 2 for Senior High School grade XI – Yudhistira - English Student Worksheet


Subject teacher,


LESSON PLAN 8

School Name : SMA N 7 PURWOREJOSubject : EnglishClass / Program : XI / ScienceSemester : 2Year : 2012 / 2013Time Allocated : 4 x 45 ‘


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





Time(minutes)

1. Introduction- Ask the students about the previous materials they have learned.- Tell the students about the goal of teaching/learning activities and

basic competency they will attain.

Main ActivitiesExploration:Main ActivitiesExploration:- The teacher gives the explanation about the Narrative text and

spoof text.- In groups, the students do library study for identifying many kinds

of Narrative text and spoof text .- The teacher asks the students to give examples Narrative texts and

spoof text.

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.

Confirmation :- The teacher ask the students to review the narrative text and spoof

text they have learned. - 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


10

70

10

2. Introduction- Ask the students about the previous materials they have learned.- Tell the students about the goal of teaching/learning activities and

basic competency they will attain.

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.- 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


10

by using their own words and topic and then read it in front of the class.

Confirmation :

- The teacher ask the students to review the hortatory exposition text they have learned.


Closing:- The teacher ask the students to make a brief resume about the

hortatory exposition text they have learned.- Post Test.

Structured assessment:- Answering the questions about the content of the genres of

narrative, spoof and hortatory exposition.

70

10

VIII. EVALUATION




r of test

1. To express simple, monologue texts accurately, fluently, and acceptably in the genres of narrative, spoof and hortatory exposition in the context of daily life

XI/2 Oral text of narrative

Oral text of spoof


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

- Written test

- Quiz

- Assign ment

A, B, C, D, E, F

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.

B.

C.

D.

E.

F.

The students are asked to practice the monologue text (spoof text) with good pronunciation

The students are asked to answer these questions orally based on the spoof text they have just practiced.

The students are asked to practice the monologue narrative text with good pronunciation. But before practicing it, they must use the correct verb forms.

The students are asked to to answer these questions orally based on the narrative text they have just practiced.

The students are asked to practice the monologue text (hortatory exposition text) with good pronunciation.

The students are asked to create a conversation about the issues determined by the teacher , support the ideas with arguments they can think of and act out the conversation in front of the class.

3

5

25

7

3

7





Subject teacher,


LESSON PLAN 9



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.

II. BASIC COMPETENCY : 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

IV. GOAL OF TEACHING/LEARNING ACTIVITIES : 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




ValueTime

(minutes)Introduction- Ask the students about the previous materials they have

learned.- Tell the students about the goal of teaching/learning


Main ActivitiesExploration:- The teacher gives the explanation about the spoof Text.- The teacher gives the explanation about the narrative

Text.

- In groups, the students do library study for identifying many kinds of Spoof and narrative Text.

- The teacher asks the students to give examples of spoof


10

and narrative Text.

Elaboration :- The teacher ask the students to practice the monologue

text (spoof text) with good pronunciation.- The teacher ask the students to discuss the content of

the text in pairs.

- The teacher ask the students to discuss the grammatical features of the text in groups.

- The teacher ask the students to answer the questions based on theText they have just practiced.

- The teacher ask the students to practice the monologue text (narrative text) with good pronunciation.

- The teacher ask the students to discuss the content of the text in pairs.



Confirmation :

- The teacher asks the students to review the spoof and narrative text they have learned.



about the spoof and narrative text they have learned.- Post Test

70

10

2. Introduction- Ask the students about the previous materials they have

learned.- Tell the students about the goal of teaching/learning


Main ActivitiesExploration:- The teacher gives the explanation about the short

functional text (Banner, poster, and pamphlet).- In groups, the students do library study for identifying

many kinds of short functional text (Banner, poster, and pamphlet).

- The teacher asks the students to give examples of short functional text (Banner, poster, and pamphlet) used in certain situations.

- The teacher gives the explanation about the hortatory exposition Text.

- In groups, the students do library study for identifying many kinds of hortatory exposition Text.

- The teacher asks the students to give examples of hortatory exposition Text.

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).


10

70

- The teacher asks the students to make the short functional text (Banner, poster, and pamphlet ) based on the situation given in pairs.

- The teacher ask the students to practice the monologue text (hortatory exposition text) with good pronunciation.




Confirmation :- The teacher ask the students to review the short

functional text (Banner, poster, and pamphlet).- The teacher ask the students to review the hortatory

exposition text.- The teacher ends the lesson by asking the students to

make conclusion.


about the short functional text (Banner, poster, and pamphlet) and hortatory exposition they have learned.

- Post Test

Structured assessment:- Producing a short functional written text (e.g banner,

poster, pamphlet, etc.) 10

VIII. EVALUATION




r of test

1. 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.

XI/2 Genres : Spoof, narrative and hortatory exposition text.

Short functional texts: 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

- Written test

- Assign ment

A, B, C, D, E

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)

Work together to answer the following questions based on the hortatory exposition text above. Then discuss them with the class!

1. What problems can be caused by pesticides?2. What is the most effective way to control pests?3. Why is it important to understand the ecology of the area?4. According to the text, what kind of pesticides that should be chosen?5. Find another suitable title for the text above.

D. Look at the following brochure. Answer the questions!

Questions:

EFFECTIVE MICRO-ORGANISMS 4 (EM-4)ORGANIC FERMENTATION BACTERIA

TO INCREASECATTLE PRODUCTIVITY

EM-4 is a micture of micro-organisms that gives the benefit for cattle growth and product.

usage:1. decrease smell pollution.2. balance mutual micro-organisms.3. increase quality and quantity of cattle product.

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, JakartaDistributor: Jl Ki Hajar Dewantara 46 Jakarta. Ph. (021) 7864529

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.

B.

C.

D.

The students are asked to read the text and answer the questions based on the spoof text.

The students are asked to read the text and answer the questions based on the narrative text.

The students are asked to read the text and answer the questions based on the hortatory exposition text.

The students are asked to look at the brochure and answer the questions.

10

10

10

10

Marks = score gotten X 2,5




Subject teacher,


LESSON PLAN 10



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

IV. GOAL OF TEACHING/LEARNING ACTIVITIES : 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




Time(minutes)




Main ActivitiesExploration:- The teacher gives the explanation about the spoof Text.- In groups, the students do library study for identifying

many kinds of Spoof Text.- 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.

- 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.

- 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.Confirmation :- The teacher ask the students to review the spoof text

they have learned.


10

70



about the spoof text they have learned.- Post Test

10




Main ActivitiesExploration:- The teacher gives the explanation about the short

functional text (Banner, poster, and pamphlet).- In groups, the students do library study for identifying

many kinds of short functional text (Banner, poster, and pamphlet).

- The teacher asks the students to give examples of 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.

Confirmation :- The teacher ask the students to review the short

functional text (Banner, poster, and pamphlet).- The teacher ask the students to review the hortatory

exposition text.- 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 short functional text (Banner, poster, and pamphlet) and hortatory exposition they have learned.

- Post Test


10

70

10

VIII. EVALUATION


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

Subject : English Semester : 2


r of test

1. 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

XI/2 Genres : Spoof


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

- Written test

- Assign ment

A, B, C, D, E

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.

B.

C.

The students are asked to write a spoof text.

The students are asked to write the purpose of the text (leaflet)..

The students are asked to make a leaflet based on any situation they like best.

25

10

15


X. SOURCE / MATERIAL / TEACHING AID



Subject teacher,


LESSON PLAN 11



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.

II. BASIC COMPETENCY :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

IV. GOAL OF TEACHING/LEARNING ACTIVITIES : 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



ValueTime



- Tell the students about the goal of teaching/learning activities and basic competency they will attain.

Main ActivitiesExploration:- The teacher gives the explanation about the Narrative


many kinds of Narrative text spoof text..- The teacher asks the students to give examples

Narrative texts spoof text.

Elaboration :- The teacher ask the students to practice the

monologue text (Narrative text spoof text.) with good pronunciation.



- The teacher ask the students to identify the setting in a narrative text spoof text.

- The teacher ask the students to identify the complication in a narrative text.

- The teacher ask the students to identify the happenings in the text.

- The teacher ask the students to use complex sentences for understanding the content of the stories.


Confirmation :

- The teacher ask the students to review the narrative text spoof text.they have learned.



about the narrative text spoof text they have learned.- Post Test


10

70

10

2.

.

Introduction- Ask the students about the previous materials they



Main ActivitiesExploration:- The teacher gives the explanation about the hortatory


many kinds of hortatory exposition text .- The teacher asks the students to give examples

hortatory exposition texts.

Elaboration :- The teacher ask the students to practice the

monologue text (hortatory exposition text) with good pronunciation.



- The teacher ask the students to identify the cases in the text.

- The teacher ask the students to identify the arguments in the text.

- The teacher ask the students to identify the suggestion given in the text.

- The teacher ask the students to use modal”Should” for identifying the suggestion in the text.

- The teacher ask the students to identify the purpose of 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 :




about the hortatory exposition text they have learned.- Post Test.


10

70

10

VIII. EVALUATION




r of test

1. 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.

XI/2 Genres : Spoof, narrative and hortatory exposition text.


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

- Written test

- Assign ment

A, B, C, D, E

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. sob. 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!

B. Read the text aloud with good pronunciation and intonation!

OPEN LETTER TO THE PRIME MINISTERThe Hon RJ Hawke, MPPrime MinisterParliament HouseCANBERRA ACT 2600

Dear Prime MinisterInto 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 ( … )

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.

OPEN LETTER TO THE PRIME MINISTERThe Hon RJ Hawke, MPPrime MinisterParliament HouseCANBERRA ACT 2600

Dear Prime MinisterInto 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)

a. a baby or a small childb. relating to what people or animals eatc. any substance that provides nourishmentd. a communication in speech, writing, or signalse. containing fat or grease, especially in large or distasteful amountsf. able to exert a lot of influence and control over people and eventsg. having a great deal of power to change somethingh. determined to prevail in the face of difficulty or oppositioni. say no to something temptingj. to make something stronger by providing additional external support or internal

stiffening for itk. to diminish or weaken something graduallyl. to make a formal request to a higher authority requesting a change in or

information of a decisionm. large and projecting

“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 oldb. health f. come home late i. thirty-five years oldc. one son g. never drunk j. he’s never touched a cigaretted. I don’t smoke either

Scoring Rule


No. Criteria Score

A.

B.

C.

D.

E.

F.

The students are asked to complete sentences in the story below with the words available.

The students are asked to answer the questions based on the text!

The students are asked to read the text aloud with good pronunciation and intonation.

The students are asked to answer the questions based on the text.

The students are asked to match the words with their definitions.

The students are asked to complete the sentences on this spoof text using the words or phrases available.

8

7

2

10

13

10


XI. SOURCE / MATERIAL / TEACHING AID



Subject teacher,


LESSON PLAN 12



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




ValueTime



- Tell the students about the goal of teaching/learning activities and basic competency they will attain.

Discipline Curious Hard- working Creative

10

Main ActivitiesExploration:- The teacher gives the explanation about the Narrative


many kinds of Narrative text and spoof text.- The teacher asks the students to give examples

Narrative texts and spoof text.

Elaboration :- The teacher ask the students to learn the monologue

text (Narrative text and spoof text).- The teacher ask the students to discuss the content of

the text in pairs.- 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 and spoof text.- The teacher ask the students to identify the

complication in a narrative text.- The teacher ask the students to identify the

happenings in the text.- The teacher ask the students to use complex sentences

for understanding the content of the stories.- The teacher ask the students to practise writing a

narrative text and spoof text based on their own topics.

Confirmation :

- The teacher ask the students to review the narrative text and spoof text they have learned.



about the narrative text and spoof text they have learned.

- Post Test

Indepen- dent Commu- nicative

70

10




Main ActivitiesExploration:- The teacher gives the explanation about the hortatory


many kinds of hortatory exposition text .- The teacher asks the students to give examples

hortatory exposition texts.

Elaboration :- The teacher ask the students to learn the monologue

text (hortatory exposition text).- The teacher ask the students to discuss the content of

the text in pairs.- The teacher ask the students to discuss the

grammatical features of the text in groups.- The teacher ask the students to identify the cases in

the text.- The teacher ask the students to identify the arguments


10

.

in the text.- The teacher ask the students to identify the suggestion

given in the text.- The teacher ask the students to use modal”Should” for

identifying the suggestion in the text.- The teacher ask the students to identify the purpose of

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 practise writing a hortatory exposition text based on their own topics.

Confirmation :




about the hortatory exposition text they have learned.- Post Test.

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

70

10

IX. EVALUATION




r of test

1. 12.2. 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

XI/2 A written text of narrative

A written text of spoof

A written text of hortatory exposition

Complex sentences

Modals

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 by demonstrating the ability to write clearly, accurately, and effectively for a particular purpose or audience.

- Written test

- Assign ment

A, B, C, D, E,F

To produce a narrative text by demonstrating the ability to write clearly, accurately, and effectively for a particular purpose or audience To produce a text of hortatory exposition by demonstrating the ability to write clearly, accurately, and effectively for a 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.

B.

C.

D.

E.

F.

The students are asked to change the verbs in brackets into their appropriate forms (tenses).

The students are asked to combine the sentences using “until”.

The students are asked to write sentences using “as soon as” or “once’ based on the following situations.

The students are asked to complete the sentences using would, could, should, or might .

The students are asked to combine theideas by using therefore, consequently and hence. The students are asked to produce the text in the form of hortatory exposition text.

10

5

5

10

5

15


VIII. SOURCE / MATERIAL / TEACHING AID

- Cassettes - CD - The bridge English Competence 2 English for SMA grade XI – Yudhistira - English Student Worksheet


Subject teacher,


LESSON PLAN



Writing

To express meanings in short, simple, functional essays in the genres of narrative in the context of daily life and to access sciences

II. BASIC COMPETENCY : 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.

III. INDICATORS :- To identify the function of Present Participle- To identify the function of Past Participle- to use present participle for writing Narratives or stories- to use past participle for writing Narratives or stories.

- to produce a story/narrative text- To do university entrance test which relates to present participle.- To do university entrance test which relates to past participle.

IV. GOAL OF TEACHING/LEARNING ACTIVITIES : Students are able:

- To identify the function of Present Participle- To identify the function of Past Participle- to use present participle for writing Narratives or stories- to use past participle for writing Narratives or stories.- to produce a story/narrative text- To do university entrance test which relates to present participle.- To do university entrance test which relates to past participle.

V. MATERIALS :

A. PRESENT PARTICIPLE (Verb + ING)

Present participle adalah Verb dalam bentuk ING.Bentuknya sama dengan Gerund. Yang membedakan adalah fungsi dalam kalimat.

Present Participle dalam kalimat:1. Present Participle sebagai Predicate dalam Continous Tense.

He is swimming now.He was swimming when I called him.

He will he swimming at 9 tomorrow morning.

2. Present Participle as Adjective artinya me-...The story is interesting. (Ceritanya menarik)The film is boring.The journey is very tiring.

Biasanya pemakaian dalam soal dikontraskan dengan Past Participle / Verb III yang berarti ter / di.

Present Participle yang artinya me . . . Past Participle yang artinya ter / di . . . Boring = membosankan Bored = bosanTiring = melelahkan Tired = lelahExciting = mengasikkan Excited = asyik

3. Present Participle as .Noun Modifier menerangkan kata benda.Lctaknya bisa diawal kata benda yang diterangkan atau dibelakang benda.

The smiling girl is Rina. It means The girl who is smiling is Rina. The walking man is Mr. Agus. It means The man who is walking is Mr. Agus.The girl smiling at me is Rina. It means the girls who is smiling at me is Rina. The man walking here is Mr. Agus. It means The man who is walking is Mr. Agus.

4. Present Participle as Clause Modifier menerangkan anak kalimat.Ada yang berarti when, because, dan after.

When:Walking home, I met Rina.= When I was walking home I met Rina. Driving to office, we saw an accident. = When we were driving to office. we saw an accident.

Because:Being a student, he must study hard.Because he is a student., he must study hard.Wanting to help his parents, he works so hard.Because he wants to help his parents, he works so hard.

After = Having + Verb III:Having done the test, he went out. = After he had done the test, he went out.

Having saved million dollars, he went around the world. = After he had saved million dollars, he went around the world.

5. Present Participle after Verb of Sense:

See FindWatch SmellNotice FeelObserve HearLook Listencatch

Contoh:I saw him playing billiards.We caught them stealing the important document. I heard her singing "Mahadewi".

B. PAST PARTICIPLE (Verb III)

Past Participle dalam kalimat:

1. Past Participle as Predicate in Perfect. (setelah have / has / had) He hcs got a job.They tiave built a new house.I had done my homework before I went to bed.

2. Past l'articiple as Adjective artinya yang ter / yang di / passive. We are so surprised. The news is surprisingl am bored (bosan). Thc story is borin,g (membosankan) We are disappointed. .It is disappointing.

3. Past Participle used in Passive.(digunakan di pasif) Cirinya setelah To Be. Rumusnya: To Be + Kata kerja III

The book is written by Mangun WijayaThe class has been cleaned by them

4. Past Participle as Noun Modifier (mcncrangkan kata benda) The 1:roken vase can't be used anymore.

They throw away the worn-out clothes.The torn part of the clothes can't be sewed..

Contoh Past Participle yang letanya didepan noun:The broken vase (fas yang rusak)Worn out clothes (baju usang / terpakai lama)

The torn part (bagian yang terobek)

Contoh Past Participle yang letaknya dibelakang noun:The book written by M.H. Ainun Najib is good.Artinya The book which is written (buku yang ditulis M.H. Ainun Najib). The cake made by mom is delicious.The cake which is made by mom (roti yang dibuat oleh Ibu).

5. Past Participle as Clause Modifier (menjelaskan anak kalimat) Artinya:

- when / if- because

Contoh:Compared to his friends, Anto is taller.= When Anto is compared to his friends, Anto is taller.

Situated in good place, the shop attracts so many customers. = Because the shop is situated in good place

Annoyed by 5 hours delay, Anto wrote a letter to the air line. = Because Anto is annoyed by 5 hours delay

VI. TEACHING METHOD




ValueTime



communicates creatively. - Teacher asks the students about the previous materials




- Teacher grows the students’ sense of wonder by asking some questions related with the goal of the learning topic.

Main ActivitiesExploration:- The teacher gives the explanation about the present

participle used in the sentences.- The teacher gives the explanation about the past

participle used in the sentences.- The teacher ask the students to identify the functions

of present participle in the sentences.- The teacher ask the students to identify the functions

of past participle in the sentences.- The teacher ask the students to do university

Discipline Curious Hard- Working Creative Indepen- dent Commu- nicative

10

entrance test which relates to present participle.- The teacher ask the students to do university

entrance test which relates to present participle.

Elaboration :- The teacher ask the students to discuss present/past

participle applied in the examples of university entarance test given.

- The teacher ask the students to practice making stories by using present participle they have learned.

- The teacher ask the students to practice making stories by using past participle they have learned.

- The teacher ask the students to read the stories they have written individually in frnt of the class.

Confirmation :- The teacher ask the students to review the present/past

participle they have learned. - The teacher ends the lesson by asking the students to

make conclusion.


about the present/past participle they have learned.- Post Test: Make stories by using present participle and

past participle they have learned. - Teacher tells the students about the goal of

teaching/learning activities and basic competency they will attain for the next meeting.

70

10

VIII. EVALUATION



No.

Basic Competency Class/sem Materials Indicator Type of test Number

of test

1. 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.

XII/2

A written text of narrative or stories

present participle

past participle

- To identify the function of Present Participle

- To identify the function of Past Participle

- to use present participle for writing Narratives or stories

- to use past participle for writing Narratives or stories.

- to produce a story/narrative text

- To do university entrance test

- Written test

- Assign ment

which relates to present participle.

- To do university entrance test which relates to past participle.

Evaluation:

A. Present Participle1. The developing countries still needs help from developed ones. 2. How long have you been living here?3. Having admitted his fault he felt a little bit easy.4. Wait! 1 smell something burning.5. Entering the classroom, the new student smiled at me.6. The flash was really amazing. 7. Being old, Mr. Halim must be careful in having diet.8. Karena menjadi seorang siswa, dia harus belejar dengan keras untuk ujian.9. Gadis yang sedang berenang di sana mengingatkan saya akan teman lama saya Diva.10. Saya mendengar seseorang sedang menyanyikan lagu kesayangan saya.11. Ya Tuhanku! Saya melihat bintang-bintang yang sedang berjatuhan.12. Ceritanya begitu menyentuh. Saya sangat tersentuh.13. Saya telah sedang bekerja di sini selama 18 tahun.

B. Past Participle1. We will have finished our study by next June.2. They were so satisfied with the food we served.3. The car is driven smoothly by Ayu.4. The increased salary motivate the workers to work harder,

5. The program launched by government offers a lot of ease.6. Punished by the teacher, Amir realized his fault.7. Startled by loud voice, the baby wake up and cried.8. Bawalah semua dokumen yang diperlukan untuk test wawancara besok.9. Ujian lesan dalam bahasa inggris harus digunakan untuk menguji kemampuan.10. Mereka telah memutuskan untuk memilih alternatif ini.11. Para siswa senang dengan hasil ujian mereka.12. Karena ditakutkan oleh suara yang menakutkan, Rina berteriak minta tolong.

C. Narrative textA fox fell into a well and couldn't get out. By and by a thirsty goat came along. Seeing the fox in the well it

asked if the water was good. "Good", said the fox. 'It's the best water I've tasted in all my life. Come down and try it yourself."

The goat was thirsty so he got into the well. When he had drunk enough, he looked around but there was no way to get out. Then the fox said, "I have a good idea. You stand on your hind legs and put your forelegs against the side of the well. Then I'll climb on your back from there. I'll step on your horns, and I can get out. And when I'm out, I'll help you out of the well".

The goat did as he was asked and the fox got on his back and climbed out of the well. Then he coolly walked away. The goat called out loudly after him and reminded him of his promise to help him out. The fox merely turned to him and said; "If you only had thought carefully about getting out, you wouldn't have jumped into the well."

The goat felt very sad. He called out loudly. An old man walking nearby heard him and put a plank into the well. The goat got out and thanked the old man.

Present & Past Participle

1. The man . . . opposite John asked what time the train arrived to Gambir.A. sitsB. Was sitting

C. sitD. is sits

E. sitting

2. . . . that the freasure was buried here, the treasure hunter start digging.A. ConvonceB. convincing

C. convincedD. having convinced

E. be convinced

3. . "Which is your father ? " A. the man is wearing a red tie.B. One wears a red tieC. the one wearing a red tie.

D. Yes, he is my fatherE. My father is.

4. Having learned my lessons well, .................A. The teacher praised meB. I praised the teacher

C. I was praised by the teacher.D. the teacher was praised by me.E. the teacher was praised me

5. . I am looking at the . , , ,A. player childrenB. playing children

C. play childrenD. play for the children

E. played children

6. Having sent his letter of inquiry, . . . .A. the company was expected to send a quick reply.B. Andika expected to get a quick replyC. A quick reply was expected from the companyD. They expected the company to send a quick replyE. It was expected that the company would send a quick reply.

7. You can hear the clock . . . .A. been tickingB. has been ticking

C. had been ticking D. be ticking

E. ticking

8. Do you know that the moment someamazing experiments . . . by the university research biologist?

A. are being carried outB. carr ied out

C. to carry outD. be carried out

E. to be carried out

9. Every day I see them . . . the house.A. is passingB. passing

C. were passingD. was passing

E. was passed

10. Coding of data is a technique used to reduce the amount of work . . . in the calculation of statistics.

A. requiringB. is required

C. to be requiredD. to require

E. required

Scoring Rule

School Name : SMA N 7 PURWOREJO Class /semester : XII / 2Subject : English Year : 2012/2013Type of Test : written

No. Criteria Score

A.

B.

C.

D.

The students are asked to identify the function of present participle in each sentence and to translate the sentence into English.

The students are asked to identify the function of past participle in each sentence and to translate the sentence into English.

The students are asked to identify the present participle and past participle in narrative.text and the function of them.

The students are asked to do the exercises of university entrance test

13

12

5

10

Marks = (score gotten /4) X 10


- English Alive 3 for Senior High School grade XII – Yudhistira- Linked To The World 3 for Senior High School grade XII – Yudhistira

- English Student Worksheet

Approved by the headmaster, Purworejo, February 21, 2013Subject teacher,

Padmo Sukoco,M.Pd Dra. Rahmi Bekti UtamiNIP 19640718 198703 1 010 Nip 19620529 198903 2 003

Kunci jawaban

A. Present Participle1. Developing : Noun Modifier2. Living : Predicate3. Having : Clause modifier4. Burning : after verb of sense5. Entering : Clause modifier6. Amazing : adjective7. Being : clause modifier8. Being a student, he must study hard for the exam.9. The girl swimming over there reminds me of my old friend Diva.10. I heard someone singing my favourite song.11. Oh my God! I saw falling stars.12. The story is so touching. I am very touched.13. I have been working here for 18 years.

B. Past Participle1. Finished : predicate2. Satisfied : adjective3. Driven : used in Passive4. Increased : Non modifier

5. Launched : Non modifier6. Punished : clause modifier7. Startled : clase modifier8. Please, bring all required documents for the interview test tomorrow.9. The spoken test in English must be used to test the ability.10. They have decided to choose the this alternative.11. The students are excited with their result of the exam.12. Frightened by frightenng voice, Rina screamed for help.

C. Narratves:Seeing : present participle as clause modifierTasted : Past participle as predicateDrunk : Past participle as predicateAsked : Past participle used in passiveThought : Past participle as predicateJumped : Past participle as predicateWalking : present participle as noun modifier

D. 1. E 6. B2. B 7. E3. C 8. A4. C 9. B5. B 10. E

-o0o-

Conditional Sentences No. Soal: ___

A. Change the verbs in brackets into the correct form!

1. If he had dropped the vase, it (broke).2. If you have to do the washing up, I (help) you.3. If the woman were hungry, she (will) angry4. I (not run) away if I saw a spider.5. We (give) you a lift if you hadn't had your bike with you.6. If you (listen) to me, the accident wouldn't have happened.7. If we (not get) tickets for the concert, we'll stay at home.8. They (go) by bus if they didn't have a car.9. She'll hear us if you (not stop) laughing.10. He wouldn't have taken the bread if he (not be) hungry.

B. Make conditional sentences based on the fact!

1. I don’t have time, so I can’t go shopping with you.2. They didn’t go for a walk, so they didn’t turn the lights off.3. We don’t go to the zoo because the zoo is not open. 4. I didn’t meet him, so I didn’t tell you. 5. They didn’t ask me, so I kept silent.

C. Find the fact based on the conditional sentences!

6. If I had loved you, I would have been happy.7. If I said it, everybody would do it. 8. If my father woke me up, I would come to school on time.9. If you had come home late last night, your mother would have been

angry with you.10. If your brother came to my birthday party, he would give me a special

gift.

-o0o-

PRESENT PARTICIPLE(Verb + ING)

Present participle adalah Verb dalam bentuk ING.Bentuknya sama dengan Gerund. Yang membedakan adalah fungsi dalam kalimat.

Present Participle dalam kalimat:1. Present Participle sebagai Predicate dalam Continous Tense.

He is swimming now.He was swimming when I called him.

He will he swimming at 9 tomorrow morning.

2. Present Participle as Adjective artinya me-...The story is interesting. (Ceritanya menarik)The film is boring.The journey is very tiring

Biasanya pemakaian dalam soal dikontraskan dengan Past Participle / Verb III yang berarti ter / di.

Present Participle yang artinya me . . . Past Participle yang artinya ter / di . . . Boring = membosankan Bored = bosanTiring = melelahkan Tired = lelahExciting = mengasikkan Excited = asyik

3. Present Participle as .Noun Modifier menerangkan kata benda.Lctaknya bisa diawal kata benda yang diterangkan atau dibelakang benda.

The smiling girl is Rina. It means The girl who is smiling is Rina. The walking man is Mr. Agus. It means The man who is walking is Mr. Agus.The girl smiling at me is Rina. It means the girls who is smiling at me is Rina. The man walking here is Mr. Agus. It means The man who is walking is Mr. Agus.

4. Present Participle as Clause Modifier menerangkan anak kalimat.Ada yang berarti when, because, dan after.

When:Walking home, I met Rina.= When I was walking home I met Rina. Driving to office, we saw an accident. = When we were driving to office. we saw an accident.

Because:Being a student, he must study hard.Because he is a student., he must study hard.Wanting to help his parents, he works so hard.Because he wants to help his parents, he works so hard.

After = Having + Verb III:Having done the test, he went out. = After he had done the test, he went out.

Having saved million dollars, he went around the world. = After he had saved million dollars, he went around the world.

5. Present Participle after Verb of Sense:

SeeFindWatchSmell

NoticeFeelObserveHear

LookListencatch

Contoh:I saw him playing billiards.We caught them stealing the important document. I heard her singing "Mahadewi".

PAST PARTICIPLE(Verb III)

Past Participle dalam kalimat:

1. Past Participle as Predicate in Perfect. (setelah have / has / had) He hcs got a job.They tiave built a new house.I had done my homework before I went to bed.

2. Past l'articiple as Adjective artinya yang ter / yang di / passive. We are so surprised. The news is surprisingl am bored (bosan). Thc story is borin,g (membosankan) We are disappointed. .It is disappointing.

3. Past Participle used in Passive.(digunakan di pasif) Cirinya setelah To Be. Rumusnya: To Be + Kata kerja III

The book is written by Mangun WijayaThe class has been cleaned by them

4. Past Participle as Noun Modifier (mcncrangkan kata benda) The 1:roken vase can't be used anymore.

They throw away the worn-out clothes.The torn part of the clothes can't be sewed..

Contoh Past Participle yang letanya didepan noun:The broken vase (fas yang rusak)Worn out clothes (baju usang / terpakai lama)The torn part (bagian yang terobek)

Contoh Past Participle yang letaknya dibelakang noun:The book written by M.H. Ainun Najib is good.Artinya The book which is written (buku yang ditulis M.H. Ainun Najib). The cake made by mom is delicious.The cake which is made by mom (roti yang dibuat oleh Ibu).

5. Past Participle as Clause Modifier (menjelaskan anak kalimat) Artinya:

- when / if- because

Contoh:Compared to his friends, Anto is taller.= When Anto is compared to his friends, Anto is taller.

Situated in good place, the shop attracts so many customers. = Because the shop is situated in good place

Annoyed by 5 hours delay, Anto wrote a letter to the air line. = Because Anto is annoyed by 5 hours delay

A. Present Participle1. The developing countries still needs help from developed ones. 2. How long have you been living here?3. Having admitted his fault he felt a little bit easy.4. Wait! 1 smell something burning.5. Entering the classroom, the new student smiled at me.6. The flash was really amazing. 7. Being old, Mr. Halim must be careful in having diet.

8. Karena menjadi seorang siswa, dia harus belejar dengan keras untuk ujian.9. Gadis yang sedang berenang di sana mengingatkan saya akan teman lama saya Diva.10. Saya mendengar seseorang sedang menyanyikan lagu kesayangan saya.11. Ya Tuhanku! Saya melihat bintang-bintang yang sedang berjatuhan.12. Ceritanya begitu menyentuh. Saya sangat tersentuh.13. Saya telah sedang bekerja di sini selama 18 tahun.

B. Past Participle1. We will have finished our study by next June.2. They were so satisfied with the food we served.3. The car is driven smoothly by Ayu.4. The increased salary motivate the workers to work harder,5. The program launched by government offers a lot of ease.6. Punished by the teacher, Amir realized his fault.7. Startled by loud voice, the baby wake up and cried.8. Bawalah semua dokumen yang diperlukan untuk test wawancara besok.9. Ujian lesan dalam bahasa inggris harus digunakan untuk menguji kemampuan.10. Mereka telah memutuskan untuk memilih alternatif ini.11. Para siswa senang dengan hasil ujian mereka.12. Karena ditakutkan oleh suara yang menakutkan, Rina berteriak minta tolong.

C. Narrative textA fox fell into a well and couldn't get out. By and by a thirsty goat came along. Seeing the fox

in the well it asked if the water was good. "Good", said the fox. 'It's the best water I've tasted in all my life. Come down and try it yourself."


The goat did as he was asked and the fox got on his back and climbed out of the well. Then he coolly walked away. The goat called out loudly after him and reminded him of his promise to help him out. The fox merely turned to him and said; "If you only had thought carefully about getting out, you wouldn't have jumped into the well."

The goat felt very sad. He called out loudly. An old man walking nearby heard him and put a plank into the well. The goat got out and thanked the old man.

Present & Past Participle

1. The man . . . opposite John asked what time the train arrived to Gambir.A. sitsB. Was sitting

C. sitD. is sits

E. sitting

2. . . . that the freasure was buried here, the treasure hunter start digging.A. ConvonceB. convincing

C. convincedD. having convinced

E. be convinced

3. "Which is your father ? " A. the man is wearing a red tie.B. One wears a red tieC. the one wearing a red tie.

D. Yes, he is my fatherE. My father is.

4. Having learned my lessons well, . . . A. The teacher praised meB. I praised the teacherC. I was praised by the teacher.

D. the teacher was praised by me.E. the teacher was praised me

5. I am looking at the . , , ,A. player childrenB. playing children

C. play childrenD. play for the children

E. played children

6. Having sent his letter of inquiry, . . . .A. the company was expected to send a quick reply.B. Andika expected to get a quick replyC. A quick reply was expected from the companyD. They expected the company to send a quick replyE. It was expected that the company would send a quick reply.

7. You can hear the clock . . . .A. been tickingB. has been ticking

C. had been ticking D. be ticking

E. t icking

8. Do you know that the moment someamazing experiments . . . by the university research biologist?A. are being carried outB. carr ied out

C. to carry outD. be carried out

E. to be carried out

9. Every day I see them . . . the house.A. is passingB. passing

C. were passingD. was passing

E. was passed

10. Coding of data is a technique used to reduce the amount of work . . . in the calculation of statistics.

A. requiringB. is required

C. to be requiredD. to require

E. required

-----o0o-----

A fox fell into a well and couldn't get out. By and by a thirsty goat came along. Seeing the fox in the well it asked if the water was good. "Good", said the fox. 'It's the best water I've tasted in all my life. Come down and try it yourself."


The goat did as he was asked and the fox got on his back and climbed out of the well. Then he coolly walked away. The goat called out loudly after him and reminded him of his promise to help him out. The fox merely turned to him and said; "If you only had thought carefully about getting out, you wouldn't have

C

jumped into the well."The goat felt very sad. He called out loudly. An old man walking nearby heard him and put a plank into the

well. The goat got out and thanked the old man.

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