LESSON PLAN 1
School Name
Subject
:
:
Class / Program
Semester
Year
Time Allocated
:
:
:
:
SMA N 7 PURWOREJO
English ( suggesting, requesting, complaining,
possibility, giving instruction)
XII / Science
1
2013/ 2014
4 x 45 minutes
I. STANDARD OF COMPETENCE :
LISTENING
To understand the meaning of formal transactional and interpersonal conversation texts sustained in
daily life context.
II. BASIC COMPETENCE :
-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 suggesting, requesting, complaining, probability and giving instruction
III. INDICATORS:
 To identify the word meaning
 To identify the relationship among speakers
 To identify the meaning of expressions for suggesting.
 To respond to the expressions for suggesting.
 To identify the meaning of expressions for requesting
 To respond to the expressions for requesting
 To identify the meaning of probability or possibility expressions
 To respond to the probably or possibility expressions
 To identify the meaning of expressions for giving instruction
 To respond to the expression for giving instruction
 To identify the situation context
IV. GOAL OF TEACHING - LEARNING ACTIVITIES
Students are able to:
 identify the word meaning
 identify the relationship among speakers
 identify the meaning of expressions for suggesting.
 respond to the expressions for suggesting.
 identify the meaning of expressions for requesting
 respond to the expressions for requesting
 identify the meaning of probability or possibility expressions
 respond to the probably or possibility expressions
 identify the meaning of expressions for giving instruction
 respond to the expression for giving instruction
 identify the situation context
V. MATERIALS :
o - Suggesting, requesting
o
E.g. A: I’d like to suggest that…;
E.g. A: Would it be possible for you to…?
B: It sounds like a good suggestion
Discussing probability or possibility
B: Yeah, sure.
o Complaining
o Giving Instruction
E.g. A: This is crazy!
E.g. A: You must …
B: Join the club.
B: As you wish, Sir.
VI. TEACHING METHOD
 Demonstration
 Practice
 Assignment
VII. TEACHING / LEARNING ACTIVITIES :
Lesson
1.
Time
(minutes)
Teaching Activities
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)
 Religious
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
Main Activities
Exploration:
- The teacher gives the explanation about the expressions
of suggesting, requesting and complaining.
- In groups, the students do library study for identifying
many kinds of expression of suggesting, requesting and
complaining 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.
70
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
teaching/learning activities and basic competency they will
attain for the next meeting.
10
2.
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)
 Religious
 Discipline
 Curious
 Hardworking
 Creative
 Independent
 Communicative
10
Main Activities
Exploration:
- The teacher gives the explanation about the expressions
of probability and giving instruction
- In groups, the students do library study for identifying
many kinds of expression of probability and giving
instruction 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.
70
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
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.
10
VIII. EVALUATION
The frame work of evaluation
School Name
Subject
No.
:
:
SMA N 7 PURWOREJO
English
Basic
Competency
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
suggesting,
requesting,
complaining,
probability
and giving
instruction
Class/
sem
XII/1
Materials
o - Suggesting,
requesting
E.g. A: I’d like to
suggest that…;
B: It sounds like a
good suggestion
o Complaining
E.g. A: This is crazy!
B: Join the
club.
o Discussing
probability or
possibility
E.g. A: Would it be
possible for you
to…?
B: Yeah, sure.
o Giving
Instruction
E.g. A: You must …
B: As you wish,
Sir.
Class /Program : XII / Science
Semester
: 1
Indicator
The students should be
able to :
 identify the word
meaning
 identify the
relationship among
speakers
 identify the meaning
of expressions for
suggesting.
 respond to the
expressions for
suggesting.
 identify the meaning
of expressions for
requesting
 respond to the
expressions for
requesting
 identify the meaning
of probability or
possibility
expressions
 respond to the
probably or possibility
expressions
 identify the meaning
of expressions for
giving instruction
 respond to the
expression for giving
instruction
 identify the situation
context
Type of
test
Written
test
Number of
test
A,B
Evaluation:
A. Listen and complete the following dialogue!
Dini
Sita
Dini
Sita
Dini
Sita
Dini
Sita
Dini
: What are you doing, Sita?
: I am counting my money. Tomorrow is ... (1) .... I don’t have much money now. Look at my purse.
: Do you want to give something for your mother?
: Yes, I love her very much.
: I can lend you.
: ... (2)... I will buy something cheap but interesting.
: ... (3(... ?
: A blouse? That’s too expensive.
: ... (4)... I can help you. Make the small one. I think your mother will like it.
Sita
Dini
Sita
Dini
: ... (5)...
: Let’s go to the shop. We’ll buy what we need. Then go to my house to make the cake.
: That’s very kind of you, Dini.
: It’s nothing. Let’s go.
B. Answer the questions based on the dialogue!
1. What is tomorrow?
2. Does Sita have much money? How do you know?
3. What does Dini suggest Sita to buy/
4. What finally will Sita give to her mother?
5. Mention some expressions of giving suggestion!
Scoring Rule
School Name
Subject
Type of Test
: SMA N 7 PURWOREJO
: English
: Written test
No.
Class /semester : XII / 1
Year
: 2013/2014
Criteria
Score
A.
- The students are asked to complete the dialogue based on what
they hear in the recording about the dialogue expressing
suggesting, requesting, complaining, probability and giving
instruction
10
B.
- The students are asked to answer the questions based on the
Dialogue they have heard.
10
Marks = score gotten X 5
IX. SOURCE / MATERIAL / TEACHING AID
- Cassettes
- CD
- English Alive 2 for Senior High School grade XI – Yudhistira
- Linked to The World 2 - Yudhistira
- English Student Worksheet
Approved by the headmaster,
Purworejo, July 13, 2013
Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010
Dra. Rahmi Bekti Utami
NIP 19620529 198903 2 003
LESSON PLAN 2
School Name
Subject
Class / Program
Semester
Year
Time Allocated
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XII / Science
1
2013/ 2014
4 x 45 minutes
I. STANDARD OF COMPETENCE :
SPEAKING

To express the meaning of formal transactional and interpersonal conversation texts
sustained in daily life context.
II. BASIC COMPETENCE :

To express the meaning of the formal transactional and interpersonal conversation To use
spoken language sustained in the daily life context accurately, fluently, and acceptably like
suggesting, requesting, complaining, probability or possibility.
III. INDICATORS:
 To use expressions for suggesting
 To use expressions for requesting
 To use expressions for complaining
 To use probability or possibility expression
 To use expressions for giving instruction
IV. GOAL OF TEACHING/LEARNING ACTIVITIES
Students are able to:





use expressions for suggesting
use expressions for requesting
use expressions for complaining
use probability or possibility expression
use expressions for giving instruction
V. MATERIALS :
o
- Suggesting, requesting
E.g. A: I’d like to suggest that…;
B: It sounds like a good suggestion
o
Complaining
E.g. A: This is crazy!
B: Join the club.
o
Discussing probability or possibility
E.g. A: Would it be possible for you to…?
B: Yeah, sure.
o
Giving Instruction
E.g. A: You must …
B: As you wish, Sir.
VI. TEACHING METHOD:
 Demonstration
 Practice
 Assignment
VII. TEACHING / LEARNING ACTIVITIES :
Lesson
Teaching Activities
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 Activities
Exploration:
- The teacher gives the explanation about the
expressions of suggesting, requesting and complaining.
- The teacher gives the explanation about the
expressions of suggesting, requesting and complaining.
- In groups, the students do library study for identifying
many kinds of expression of suggesting, requesting and
complaining and their responses.
- In groups, the students do library study for identifying
many kinds of expression of suggesting, requesting and
complaining and their responses.
- The teacher asks the students to give examples of
expression used in that situation.
Time
(minutes)
 Religious
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
70
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 act out the dialog related to the
expressions of
suggesting,
requesting
and
complaining front of the class. The other students
listen to the information.
Confirmation :
- The teacher ask the students to review the
expressions they have learned by summarizing the
expression of suggesting, requesting and complaining
from the video.
- The teacher ends the lesson by asking the students to
make conclusion. (independent)
Closing:
- The teacher ask the students to make a brief resume
about the expressions they have learned.
- Post Test: Make a dialogue using the expressions you
have learned.
- Teacher tells
the students about the goal of
teaching/learning activities and basic competency
they will attain for the next meeting.
10
2.
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 Activities
Exploration:
- The teacher gives the explanation about the
expressions of discussing probability or possibility
and giving Instruction.
- The teacher gives the explanation about the
expressions of discussing probability or possibility
and giving Instruction.
- In groups, the students do library study for identifying
many kinds of expression of discussing probability or
possibility and giving Instruction and their responses.
- The teacher asks the students to give examples of
expressions used in that situation.
 Religious
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
70
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 act out the dialog related to the
expression of discussing probability or possibility
and giving Instruction in front of the class. The other
students listen to the information.
Confirmation :
- The teacher ask the students to review the
expressions of discussing probability or possibility
and giving Instruction by summarizing the expression
of from the video they have learned.
- The teacher ends the lesson by asking the students to
make conclusion. (independent)
Closing:
- The teacher ask the students to make a brief resume
about the expressions they have learned.
- Post Test: Make a dialogue using the expressions you
have learned.
- Teacher tells
the students about the goal of
teaching/learning activities and basic competency
they will attain for the next meeting.
Structured assessment
 Make a dialog by using the expression of
suggesting, requesting, complaining, discussing,
probability or possibility and giving Instruction/
command based on the situation given and then
present it in front of the class.
10
VIII. EVALUATION
School Name
Subject
No.
:
:
The frame work of evaluation
SMA N 7 PURWOREJO
English
Basic Competency
1.  To express the
meaning of the formal
transactional and
interpersonal
conversation To use
spoken language
sustained in the daily
life context accurately,
fluently, and
acceptably like
suggesting,
requesting,
complaining,
probability or
possibility.
Class /Program : XII / Science
Semester
: 1
Class
/sem
XII/1
Materials
o Suggesting,
requesting
E.g. A: I’d like to
suggest that…;
B: It sounds like a
good suggestion
o Complaining
E.g. A: This is crazy!
B: Join the club.
o Discussing
Indicator
Students are able to:
 use expressions
for suggesting
 use expressions
for requesting
 use expressions
for complaining
 use probability
or possibility
expression
 use expressions
for giving
instruction
Type of test
performance
Number
of test
1&2
probability or
possibility
E.g. A: Would it be
possible for you
to…?
B: Yeah, sure.
o Giving
Instruction
E.g. A: You must …
B: As you wish,
Sir.
Evaluation
1. With your partner, makes dialogs based on the following situations. Use expression of
giving suggestions and instructions including the responses. Then role-play the dialogs.
a. Your friend, Amanda, is a lazy students. Ask her to study hard due to the upcoming
test. Suggest that she:
- Join your study club
- Go to the library
b. Rudy is looking for a new flat. Suggest that he finds a cheap and comfortable flat,
and tell him what he should do to rent it.
2. Read aloud the conversation below, what suggestion and instruction does Susan give to
Jack?
Susan : Jack, you look so upset. What’s the matter?
Jack : You know what, today is very hectic for me. I should be at the
Intercontinental Hotel at 3 to see my friend. It’s one o’clock now but I
haven’t
finished writing this report yet.
Susan : Why don’t you just call your friend? Tell him that you will be late.
Jack : That’s good idea. My goodness, how can I forget that? Thanks, Susan.
Susan : You just don’t focus. I think you are too busy.
Jack
Susan
Jack
Susan
Jack
Susan
Jack
Susan
: Yes, I’m sick of this job.
: You must take your days off, I believe. You need to refresh your mind!
: Yes, You are right. I’ll think about it.
: By the way, I’ll be passing intercontinantal. Do you want to have a ride?
: Oh Susan, You are my hero! Thanks a lot. I do appreciate it.
: It’s not a big deal. What time will you be off?
: How about three o’clock
: Ok, then. See you around.
Scoring Rule
School Name
Subject
Type of Test
: SMA N 7 PURWOREJO
: English
: performance
No.
Class /semester : XII / 1
Year
: 2013/2014
Criteria
Score
1
The students are asked to make the dialogues with the expressions
of suggesting and giving Instruction/ command then practice them
in front of the class.
10
2
The students are asked to study the following dialogue, then act
10
out with their partner!
Marks = score gotten X 5
IX.
SOURCE / MATERIAL / TEACHING AID
- Cassettes
- CD
- English Alive 2 for Senior High School grade XI – Yudhistira
- English Student Worksheet
Approved by the headmaster,
Purworejo, July 13 , 2013
Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010
Dra. Rahmi Bekti Utami
NIP 19620529 198903 2 003
LESSON PLAN 3
School Name
Subject
Class / Program
Semester
Year
Time Allocated
I.
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XII / Science
1
2013/ 2014
4 x 45 minutes
STANDARD OF COMPETENCE :
LISTENING
 To understand the meaning of formal transactional and interpersonal conversation text sustained in
daily life context.
II. BASIC COMPETENCE :
 To respond to the meaning of the formal transactional and interpersonal conversation To use spoken
language sustained in the daily life context accurately, fluently, and acceptably like admitting,
promising, blaming, accusing, wondering, and showing attitude.
III. INDICATORS:
 To identify the meaning of expressions for admitting
 To respond to the expressions for admitting
 To identify the meaning of expressions for promising
 To respond to the expressions for promising
 To identify the meaning of expressions for blaming
 To respond to the expressions for blaming
 To identify the meaning of wondering
 To respond to the expressions for wondering
 To identify the meaning of expressions for asking
IV. GOAL OF TEACHING/LEARNING ACTIVITIES
Students are able to:
 To identify the meaning of expressions for admitting
 To respond to the expressions for admitting
 To identify the meaning of expressions for promising
 To respond to the expressions for promising
 To identify the meaning of expressions for blaming
 To respond to the expressions for blaming
 To identify the meaning of wondering
 To respond to the expressions for wondering
 To identify the meaning of expressions for asking
V. MATERIALS :
o Admitting
e.g. A: I admit I was wrong.
B: I told you.
o
Promising
e. g. A: I give you my words.
B: You’d better keep your promise.
o
Blaming
e. g A: You are the one to blame.
B: Do you accuse me?)
o
Wondering
e.g. A: I wonder if …
B: Why not?
o
Showing attitude
e.g. A: I like it.
B: Do you?
VI. TEACHING METHOD :
 Demonstration
 Practice
 Assignment
VII. TEACHING / LEARNING ACTIVITIES :
Lesson
Teaching Activities
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 Activities
Exploration:
- The teacher gives the explanation about the
expressions of admitting, promising, and blaming. .
- In groups, the students do library study for identifying
many kinds of expression of admitting, promising, and
blaming 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.
Time
(minutes)
 Religious
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
70
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
teaching/learning activities and basic competency
they will attain for the next meeting.
10
2.
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)
 Religious
 Discipline
 Curious
 Hardworking
 Creative
 Independent
 Communicative
10
Main Activities
Exploration:
- The teacher gives the explanation about the
expressions of accusing, wondering, and showing
attitude.
- In groups, the students do library study for identifying
many kinds of expression of accusing, wondering,
and showing attitude 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.
70
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
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.
10
VIII. EVALUATION
The frame work of evaluation
School Name :
Subject
:
Basic Competency
No.
1.
SMA N 7 PURWOREJO
English
Class /Program :
Semester
:
Class/
sem
To respond to the XII/1
meaning of the formal
transactional
and
interpersonal
conversation To use
spoken
language
sustained in the daily
life
context
accurately,
fluently,
and acceptably like
admitting, promising,
blaming,
accusing,
wondering,
and
showing attitude.
Materials
o Admitting
e.g. A: I admit I
was wrong.
B: I told you.
o Promising
e. g. A: I give you
my words.
B: You’d
better keep your
promise.
o Blaming
e. g A: You are the
one to blame.
B: Do you
accuse me?)
o Wondering
e.g. A: I wonder if
…
B: Why not?
o Showing
attitude
e.g. A: I like it.
XII / Science
1
Indicator
The students should
be able to :
- identify the
meaning of
function of giving
advice
- respond to the
function of giving
advice
- identify the
meaning of the
function of giving
warning
- respond to the
function of giving
warning
- identify the
meaning of the
function of
granting wish
- respond to the
function of
granting wish
- identify the
function of
expressing relief,
pain and pleasure
- respond to the
meaning of the
function of
expressing relief,
pain and pleasure.
Type of
test
Written
test
B: Do you?
Evaluation:
A.
Listen and complete the following dialogue!
Sarah
Dave
Sarah
Dave
Sarah
Dave
Sarah
Dave
Sarah
Dave
: Did you turn off the computer? Dave?
: Yes, I did. ... (1) ...?
: Oh no, I’ve just typed a short story on it. Have you saved the data before shutting down?
: ... (2) ..., I am afraid I haven’t. I thought you have done so.
: Yes, but I haven’t saved the latest progress. Now what?
: I am terribly sorry.
: ... (30 ...? I should hand it tomorrow, you know?
: You’ve been careless too, Sarah. Yet, ... (4) ... .
: It’s OK as long as you type it for me.
: Don’t worry, ... (5) ... . You’ll find it on your table tonight.
Number
of test
A&B
B.
Questions:
1. Did Dave turn off the computer?
2. Had Dave saved Sarah’s data before he turned off the computer?
3. When should Sarah hand the short storiy?
4. What did Dave do after realizing that he had made a mistake?
5. What did Dave promise Sarah to do?
Scoring Rule
School Name
Subject
Type of Test
: SMA N 7 PURWOREJO
: English
: Written test
No.
Class /semester : XII / 1
Year
: 2013/2014
Criteria
Score
A.

The students are asked to complete the blanks based on what
they hear in the recording about the dialogue expressing
admitting, promising, blaming, accusing, wondering, and
showing attitude.
10
B.

The students are asked to answer based on what they hear in
the recording about the dialogue expressing admitting,
promising, blaming, accusing, wondering, and showing
attitude.
10
Marks = (score gotten) X 5
IX.
SOURCE / MATERIAL / TEACHING AID
- Cassettes
- CD
- English Alive 2 for Senior High School grade XI – Yudhistira
- English Student Worksheet
Approved by the headmaster,
Purworejo, July 13, 2013
Subject teacher,
Padmo Sukoco,M.Pd
CSN 19640718 198703 1 010
Dra. Rahmi Bekti Utami
CSN. 19620529 198903 2 003
Key Answer: Lesson Plan 3
A. Listen and complete the following dialogue!
Sarah
Dave
Sarah
Dave
Sarah
Dave
Sarah
Dave
Sarah
Dave
: Did you turn off the computer, Dave?
: Yes, I did. Why?
: Oh no, I’ve just typed a short story on it. Have you saved the data before shutting down?
: My goodness, I am afraid I haven’t. I thought you have done so.
: Yes, but I haven’t saved the latest progress. Now what?
: I am terribly sorry.
: How could you be so careless? I should hand it tomorrow, you know?
: You’ve been careless too, Sarah. Yet, I do apologize for my mistake.
: It’s OK as long as you type it for me.
: Don’t worry, I promise. You’ll find it on your table tonight.
Questions:
1. Did Dave turn off the computer?
2. Had Dave saved Sarah’s data before he turned off the computer?
3. When should Sarah hand the short storiy?
4. What did Dave do after realizing that he had made a mistake?
5. What did Dave promise Sarah to do?
B. Answers:
1. Yes he did.
2. No, he had not.
3. The next day.
4. He apologized for his mistake.
5. He promised Sarah to retype the short story.
LESSON PLAN 4
School Name
Subject
:
:
Class / Program
Semester
Year
Time Allocated
:
:
:
:
SMA N 7 PURWOREJO
English
( admitting, Promising, Blaming, Wondering)
XII / Science
1
2013/ 2014
4 x 45 minutes
I. STANDARD OF COMPETENCE :
SPEAKING
 To express the meaning of formal transactional and interpersonal conversation text sustained
in daily life context.
II. BASIC COMPETENCE :
 To express the meaning of the formal transactional and interpersonal conversation To use
spoken language sustained in the daily life context accurately, fluently, and acceptably like
admitting, promising, blaming, accusing, wondering, and showing attitude.
III. INDICATORS:

To use expressions for admitting

To use expressions for promising

To use expressions for blaming

To use expressions for wondering

To use expressions for showing attitude
IV. GOAL OF TEACHING/LEARNING ACTIVITIES
Students are able to:

To use expressions for admitting

To use expressions for promising

To use expressions for blaming

To use expressions for wondering

To use expressions for showing attitude
.
V. MATERIALS :
o Admitting
e.g. A: I admit I was wrong.
B: I told you.
o
Promising
e. g. A: I give you my words.
B: You’d better keep your promise.
o
Blaming
e. g A: You are the one to blame.
B: Do you accuse me?)
o
Wondering
e.g. A: I wonder if …
B: Why not?
o
Showing attitude
VI. TEACHING METHOD :
 Demonstration
 Practice
 Assignment
VII.
TEACHING / LEARNING ACTIVITIES :
Lesson
Teaching Activities
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 Activities
Exploration:
- The teacher gives the explanation about the
expressions of admitting, promising, blaming.
- The teacher gives the explanation about the
expressions of admitting, promising, blaming.
- In groups, the students do library study for identifying
many kinds of expression of admitting, promising,
blaming and their responses.
- In groups, the students do library study for identifying
many kinds of expression of admitting, promising,
blaming and their responses.
- The teacher asks the students to give examples of
expression used in that situation.
Time
(minutes)
 Religious
 Discipline
 Curious
 Hardworking
 Creative
 Independent
 Communicative
10
70
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 act out the dialog related to the
expressions admitting, promising, blaming. 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 by summarizing the expression of
admitting, promising, blaming, from the video.
- The teacher ends the lesson by asking the students
to make conclusion.(independent)
Closing:
- The teacher ask the students to make a brief resume
about the expressions they have learned.
- Post Test: Read the short dialogues individually and
identify the expressions of admitting, promising,
blaming and create your own dialogue using the
expressions of admitting, promising, blaming, 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.
10
2.
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 Activities
Exploration:
- The teacher gives the explanation about the
expressions of accusing, wondering, and showing
attitude.
- The teacher gives the explanation about the
expressions of accusing, wondering, and showing
attitude.
- In groups, the students do library study for identifying
many kinds of expression of accusing, wondering, and
showing attitude and their responses.
- In groups, the students do library study for identifying
many kinds of expression of accusing, wondering, and
showing attitude 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 act out the dialog related to the
expressions accusing, wondering, and showing
attitude of front of the class. The other students listen
to the information.
 Religious
 Discipline
 Curious
 Hardworking
 Creative
 Independent
 Communicative
10
70
Confirmation :
- The teacher ask the students to review the expressions
they have learned by summarizing the expression of
accusing, wondering, and showing attitude from the
video.
- The teacher ends the lesson by asking the students
to make conclusion. (independent)
Closing:
- The teacher ask the students to make a brief resume
about the expressions they have learned.
- Post Test: Read the short dialogues individually and
identify the expressions of accusing, wondering, and
showing attitude and create your own dialogue using
the expressions of accusing, wondering, and showing
attitude 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.
10
Structured assessment:
Make a dialog by using the expression of accusing,
wondering, and showing attitude based on the situation
given and then present it in front of the class.
EVALUATION
The frame work of evaluation
School Name :
Subject
:
SMA N 7 PURWOREJO
English
No.
Basic Competency
1.
To express the
meaning of the formal
transactional and
interpersonal
conversation To use
spoken language
sustained in the daily
life context accurately,
fluently, and
acceptably like
admitting, promising,
blaming, accusing,
wondering, and
showing attitude.
Class/
sem
XII/1
Class /Program :
Semester
:
Materials
XII / Science
1
Type of
test
Indicator
o Admitting
 To use
e.g. A: I admit I
was wrong.
B: I told you.
o Promising
e. g. A: I give you
my words.
B: You’d
better keep
your
promise.
o Blaming
e. g A: You are the
one to
blame.
B: Do you
accuse
me?)
o Wondering
e.g. A: I wonder if
…
B: Why not?
o Showing
attitude
expressions for
admitting
 To use
expressions for
promising
 To use
expressions for
blaming
 To use
expressions for
wondering
 To use
expressions for
showing attitude
Oral test
Performa
nce
Number
of test
A&B
Evaluation:
Create a dialog about admitting, promising, blaming, accusing, wondering, and showing attitude
based on your own situation and then present it in front of the class. You can choose one topic you
like best!
Scoring Rule
School Name
Subject
Type of Test
: SMA N 7 PURWOREJO
: English
: Written test
Class /semester : XII / 1
Year
: 2013/2014
No.
Criteria
Score
A.
The students are asked to create a dialog about expressing
admitting, promising, blaming, accusing, wondering, and
showing attitude based on their own situation
and then
present it in front of the class. They can choose one topic they
like best!
10
Marks = (score gotten) X 10
X.
SOURCE / MATERIAL / TEACHING AID
- Cassettes
- CD
- English Alive 2 for Senior High School grade XI – Yudhistira
- English Student Worksheet
Approved by the headmaster,
Purworejo, July 13, 2013
Subject teacher,
Padmo Sukoco,M.Pd
CSN 19640718 198703 1 010
Dra. Rahmi Bekti Utami
CSN. 19620529 198903 2 003
LESSON PLAN 5
School Name
Subject
Class / Program
Semester
Year
Time Allocated
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XII / Science
1
2013/ 2014
4 x 45 minutes
I. STANDARD OF COMPETENCE :
LISTENING
 To understand the meaning of formal transactional and interpersonal conversation text sustained in
daily life context.
II. BASIC COMPETENCE :

To respond to the meaning of formal and informal short functional spoken text accurately, fluently,
and acceptably in daily life context
III.INDICATORS:
 To identify the topic of short functional text they listen to
 To identify the certain information from the short functional text they listen to
 To identify the goals of the short functional text they listen to
IV. GOAL OF TEACHING/LEARNING ACTIVITIES
Students are able to:
 To identify the topic of short functional text they listen to
 To identify the certain information from the short functional text they listen to
 To identify the goals of the short functional text they listen to
V. MATERIALS:
 Short functional spoken text
VI.

TEACHING METHOD :
Three-phase techniques (Presentation, Practice, Production)
VII.
TEACHING / LEARNING ACTIVITIES :
Lesson
Teaching Activities
Core
Value
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)
 Religious
 Discipline
 Curious
 Hard-
Main Activities
Exploration:
- The teacher gives the explanation about formal and informal
short functional spoken text
- In groups, the students do library study for identifying many
kinds of formal and informal short functional spoken text.
- The teacher asks the students to give examples of formal
and informal short functional spoken text.
working
 Creative
 Independent
 Communicative
Time
(minutes)
10
70
- Elaboration :
- The students listen to the interpersonal/transactional
-
formal and informal short functional spoken text 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
formal and informal short functional spoken text they have
learned.
- The teacher ask the students to make a brief resume about
the Text they have learned.
- Post Test: Listen to formal and informal short functional
spoken text and answer the questions & Make
advertisement based on your own situation.
- Teacher tells
the students about the goal of
teaching/learning activities and basic competency they will
attain for the next meeting.
2.
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)
10
 Religious
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
Main Activities
Exploration:
- The teacher gives the explanation about formal and informal
short functional spoken text
- In groups, the students do library study for identifying many
kinds of formal and informal short functional spoken text.
- The teacher asks the students to give examples of formal
and informal short functional spoken text.
- Elaboration :
- The students listen to the interpersonal/transactional
formal and informal short functional spoken text by using
CD/cassette classically
- The students discuss the expressions used in the
conversation heard in pairs. (Communicative)
70
- The students discuss the responses given in the expression
heard.
- 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.
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
formal and informal short functional spoken text they have
learned.
- The teacher ask the students to make a brief resume about
the Text they have learned.
- Post Test: Listen to formal and informal short functional
spoken text and answer the questions & Make one of the
formal and informal short functional spoken text based on
your own situation.
- Teacher tells
the students about the goal of
teaching/learning activities and basic competency they will
attain for the next meeting.
10
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.
XI. EVALUATION
The frame work of evaluation
School Name : SMA N 7 PURWOREJO
Subject
: English
No.
1.
Basic Competency
 To respond to the
meaning of formal
and informal short
functional spoken
text accurately,
fluently, and
acceptably in daily
life context
Class/
sem
XII/1
Class /Program : XII/Science
Semester
: 1
Materials
 Short functional
spoken text
Indicator
Type of
test
Written
 To listen to
Anita and Denias test
discussing
Anita's decision
to take a part
time job and
answer the
questions that
follow.
 To listen to Anita
and her father’s
conversation and
say whether the
statements are
TRUE or
FALSE. Correct
the false
statements.
Number
of test
A&B
Evaluation:
A. Here's a classified advertisement Anita found in a newspaper and she is interested in taking
a part time job. Listen to Anita and Denias discussing Anita's decision to take a part time
job and answer the questions that follow.
1.
2.
3.
4.
5.
What do Anita and Denias talk about?
Where did Anita find the vacancy?
Does Denias agree with Anita's decision?
In what position does Denias stand?
How does Anita convince Denias?
B. Anita decided to discuss her decision with her father. Listen to their conversation and say
whether the statements are TRUE or FALSE. Correct the false statements.
Statemets
1.
2.
T/F
Correctios
Father was surprised to hear that Anita is interested
in taking a part time job.
Anita requested her father to allow her taking the
job.
3.
At first, father agreed with Anita's decision.
4.
Anita needs money so she needs to work.
5.
Anita has everything paid for by her parents.
Scoring Rule
School Name
Subject
Type of Test
: SMA N 7 PURWOREJO
: English
: Written test
No.
Class /semester : XII / 1
Year
: 2013/2014
Criteria
Score
A.

The students are asked to listen to Anita and Denias
discussing Anita's decision to take a part time job and
answer the questions that follow.
10
B.

The students are asked to listen to Anita and her father’s
conversation and say whether the statements are TRUE or
FALSE. Correct the false statements.
10
Marks = (score gotten) X 5
XII. SOURCE / MATERIAL / TEACHING AID
- Cassettes
- CD
- English Alive 2 for Senior High School grade XI – Yudhistira
- English Student Worksheet
Approved by the headmaster,
Purworejo, July 13, 2013
Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010
Dra. Rahmi Bekti Utami
NIP 19620529 198903 2 003
LESSON PLAN 6
School Name
Subject
Class / Program
Semester
Year
Time Allocated
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XII / Science
1
2013/ 2014
4 x 45 minutes
I. STANDARD OF COMPETENCE :
SPEAKING
 To express the meaning of short functional and monologue text in form of narrative, explanation,
and discussion in daily life context
II. BASIC COMPETENCE :
 To respond to the meaning of formal and informal short functional spoken text accurately, fluently,
and acceptably in daily life context
III. INDICATORS:
 To use spoken language in delivering short functional text
IV. GOAL OF TEACHING/LEARNING ACTIVITIES
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
VII. TEACHING / LEARNING ACTIVITIES :
Lesson
Teaching Activities
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 Activities
Exploration:
- 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.
Core
Value
Time
(minutes)
 Discipline
 Curious
 Hard-
10
Working
 Creative
 Independent
 Communicative
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.
- The students discuss the content of the Short functional
spoken text heard.
- The teacher asks the students to make the short
functional text (oral advertisement) based on the
situation given in pairs.
70
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)
Closing:
- The teacher ask the students to make a brief resume
about the short functional text (oral advertisement )
they 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.
- Teacher tells
the students about the goal of
teaching/learning activities and basic competency they
will attain for the next meeting.
2.
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 Activities
Exploration:
- 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)
10
 Discipline
 Curious
 HardWorking
 Creative
 Independent
 Communicative
10
- The teacher asks the students to give examples Short
functional spoken text. (Creative)
70
- 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.
- 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.
- 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.
- 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)
Closing:
- The teacher ask the students to make a brief resume
about the short functional text (oral advertisement )
they have learned.
- Post Test: Listen to the ad read by your teacher. Then,
orally answer these questions & Make an one of the
Short functional spoken text based on your own
situation, and then read it loudly. You can discuss the
purpose of the advertisement you have made.
- Teacher tells
the students about the goal of
teaching/learning activities and basic competency they
will attain for the next meeting.
Structured assessment:
- Answering the questions about the content of the
short functional written text (e.g. banner, poster,
pamphlet etc.)
10
VIII.
EVALUATION
The frame work of evaluation
School Name
Subject
No.
1.
:
:
SMA N 7 PURWOREJO
English
Basic Competency
Class
/sem
Class /Program :
Semester
:
Materials
To
express
the XII/2 - Short functional
meaning of formal
Text (oral
and informal short
advertisement)
functional
spoken
text (e. g. banner,
poster, pamphlet, etc)
accurately, fluently,
and acceptably in
daily life context
XII / Science
1
Indicator
 To use spoken
Type of test
Numbe
r of test
performance
A, B
language in
delivering short
functional text
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.
2.
3.
4.
5.
What vacancy does the ad have?
What qualification should the applicant have?
Where should the applicant send the application?
Do you interest to fill the vacancy? Why or why not?
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
School Name
Subject
Type of Test
:
:
:
SMA N 7 PURWOREJO
English
performance
Class /semester : XII / 1
Year
: 2013/2014
No.
Criteria
Score
A.
The students are asked to listen to the ad read by the teacher. Then,
answer the questions orally.
10
B.
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
.
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, July 13, 2013
Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010
Dra. Rahmi Bekti Utami
NIP 19620529 198903 2 003
LESSON PLAN 7
School Name
Subject
Class / Program
Semester
Year
Time Allocated
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XII / Science
1
2013/ 2014
4 x 45 minutes
I. STANDARD OF COMPETENCE :
LISTENING
 To understand the meaning of short functional and monologue text in form of narrative, explanation,
and discussion in daily life context.
II. BASIC COMPETENCE :

To respond to the meaning of spoken monolog text in form of narrative, explanation, and discussion
accurately, fluently, and acceptably in daily life context
III. INDICATORS
 To identify the main idea from the explanation text they listen to
 To identify the characters from the story they listen to
 To identify the events in the text they listen to
 To identify the chronological order of events in the narration text
 To identify the benefit from the events
 To identify the process of the explanation text they listen to
IV. GOAL OF TEACHING/LEARNING ACTIVITIES
Students are able to:
 To identify the main idea from the explanation text they listen to
 To identify the characters from the story they listen to
 To identify the events in the text they listen to
 To identify the chronological order of events in the narration text
 To identify the benefit from the events
 To identify the process of the explanation text they listen to
V. MATERIALS :
 Spoken Narrative text
 Spoken Explanation text
 Spoken Discussion text
VI. TEACHING METHOD :
 Demonstration
 Practice
 Assignment
VII.
TEACHING / LEARNING ACTIVITIES :
Lesson
Teaching Activities
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)
Core
Value
Time
(minutes)
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
Main Activities
Exploration:
- The teacher gives the explanation about the narrative
text and spoof text.
- In groups, the students do library study for identifying
many kinds of narrative text and explanation text.
- The teacher asks the students to give examples of
narrative text and explanation text.
70
Elaboration :
- The students listen to the narrative text text and
explanation text by using CD/cassette classically.
- The students discuss the narrative text and explanation
text heard in pairs. (Communicative)
- The students discuss the content of the narrative text
and explanation text they have just heard.
- The teacher asks the students to answer the questions
based on the narrative text and explanation text they
have just heard individually.
- Confirmation :
- The teacher ask the students to review the narrative
text and explanation text they have learned.
- The teacher ends the lesson by asking the students to
make conclusion. (Independent)
- The teacher ask the students to review the narrative
text and explanation text they have learned.
Closing:
- The teacher ask the students to make a brief resume
about the short functional text (oral advertisement )
they have learned.
- Post Test: Listen to the ad read by your teacher. Then,
orally answer these questions & Make an one of the
Short functional spoken text based on your own
situation, and then read it loudly. You can discuss the
purpose of the advertisement you have made.
- Teacher tells
the students about the goal of
teaching/learning activities and basic competency they
will attain for the next meeting.
2.
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 Activities
Exploration:
- The teacher gives the explanation about the discussion
text.
- In groups, the students do library study for identifying
many kinds of discussion text.
- The teacher asks the students to give examples of
discussion text.
10
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
70
Elaboration :
- The students listen to the discussion text by using
CD/cassette classically
- The students discuss the discussion text heard in
pairs. (Communicative)
- The students discuss the content of the discussion text
they have just heard.
- The teacher asks the students to answer the questions
based on the discussion text they have just heard
individually.
- Confirmation :
- The teacher ask the students to review the discussion
text they have learned.
- The teacher ends the lesson by asking the students to
make conclusion. (Independent)
- The teacher ask the students to review the discussion
text they have learned.
Closing:
- The teacher ask the students to make a brief resume
about the short functional text (oral advertisement )
they have learned.
- Post Test: Listen to the ad read by your teacher. Then,
orally answer these questions & Make an one of the
Short functional spoken text based on your own
situation, and then read it loudly. You can discuss the
purpose of the advertisement you have made.
- Teacher tells
the students about the goal of
teaching/learning activities and basic competency they
will attain for the next meeting.
10
VIII. EVALUATION
The frame work of evaluation
School Name :
Subject
:
SMA N 7 PURWOREJO
English
Class /Program
Semester
No.
Basic Competency
Class
/sem
1.
To respond to simple
texts accurately,
fluently, and
acceptably in the
genres of narrative,
explanation and
discussion in the
context of daily life.
XII/1  Oral text of
narrative
Materials
 Oral text of
explanation
 Oral text of
discussion
:
:
XII / Science
1
Indicator
Type of test
 To identify the





main idea from the
explanation text
they listen to
To identify the
characters from the
story they listen to
To identify the
events in the text
they listen to
To identify the
chronological
order of events in
the narration text
To identify the
benefit from the
events
To identify the
process of the
explanation text
they listen to
- Written
test
- Quiz
- Assign
ment
Numbe
r of test
A, B, C,
D, E.
Evaluation:
A. Listen to the teacher read this text and answer the question!
What is Global Warming?
Global warming is a term used to describe a gradual increase in the earth's average ground
and atmospheric temperatures across the whole planet. Measurements indicate that the global
temperature has increased by about 1 degree Fahrenheit in the past century. This warming trend
appeared during a period when human activities were beginning to increase the carbon dioxide (CO2)
and other greenhouse gases in the atmosphere.
Although most scientists believe that a rise in carbon dioxide emissions will lead to further
global warming, uncertainties remain about the timing and severity of resulting climatic change.
Nevertheless, many are convinced that human activities are partly responsible for the long-term warming
of the past century and that climatic changes caused by greenhouse gas increases will be a continuing
part of our future.
The impact of global warming could be devastating. Global warming causes ozone depletion,
melting polar ice, and rising ocean levels. The ozone layer, which protects all life from ultraviolet
(UV) radiation, is being destroyed by the release of chlorofluorocarbons (CFCs) into the atmosphere.
The widening holes in the ozone layer allow in more UV rays, which can cause skin cancers,
cataracts, and immune system damage. UV rays are detrimental to pollination, seed production, and
marine life food supplies as well.
Ice sheets in the Arctic Ocean have receded to record lows, and Antarctic glaciers are melting
at a fast rate, causing sea levels to rise and indigenous wildlife to lose its habitat. Rising ocean
levels could eventually cause worldwide flooding of coastal areas, forcing people and wildlife to
migrate inland. Many experts predict global warming will cause a dramatic increase in excessive
rainfall in some areas and severe drought in others, resulting in floods, crop failures, and a rising
number of forest fires and land slides.
Many of the world's most knowledgeable climate-change scientists forecast that the
earth's temperature will rise from 1.44 to 6.3° F by the year 2100 if we don't take steps to reduce
greenhouse gases. An increase of 1 to 3.6° F will occur even if we do act, because many gases have
already been released.
Questios:
1.
2.
3.
4.
5.
6.
7.
8.
B.
What i s gl obal war mi ng?
When did the warming trend begin to appear?
Who is partly responsible for the long-term warming of the past century?
What are the effects of global warming?
What will happen when the ozone layers deplete?
What will happen when the polar ice melts?
What will happen when the ocean levels rise?
What do the climate-change scientists forecast if we don't take steps to reduce greenhouse gases?
Listen to the teacher read this text and answer the question!
Safety and Budget Flights
The budget airline frenzy in Asia has been all about crazily low fares and more destinations opening
up. It is unlocking a new travel market and has forced mainstream airlines, even the aristocratic
Singapore Airlines, to slum it with the herd by offering more promotional fares.
But a troubling omission has been that safety is hardly talked about by the trade or regulators. If
travellers are apprehensive, they keep it to themselves.
This has to change. The accident in Solo (Surakarta) on Tuesday involving an MD-82 plane of the
Indonesian budget airline Lion Air has forced the issue into the open. Singapore operators Valuair and
Tiger Airways quickly assured the public that safety was top priority. But this has
been a fortuitous development, an indication of how neglectful the nascent business in Asia had
been in not discussing safety matters openly from the start.
But operators would know a no-survivors crash would shake public confidence, perhaps fatally. They
should reassure the traveling public, first of all, on the age and maintenance of their planes.
New planes not maintained to required standards, and by
competent engineers and technicians, can prove problematic.
Next, the pilots. Are they as competent and rigorously assessed as those of premium airlines? Do
they fly more hours than are permitted? Do rookie pilots abound, as they are cheaper to hire? Airlines
operate to tight turnaround times, more so the budgets. Would this place pilots under undue pressure, so
as to cut operating costs? Regulators would seek satisfaction on all safety aspects before licenses are
given.
(Taken from The Straits Times, Singapore)
Answer the questions correctly.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Mention two things that drive the budget airlines into a frenzy.
In your opinion, why has Singapore Airlines been considered aristocratic?
What is the main idea of paragraph 3?
Why is safety the top priority?
If you were a passenger which one would you prefer, low fares or safety? Why?
Is it important to discuss the safety from the start of opening a business? Why?
What is the main idea of paragraph 5?
What is an ideal pilot as shown in paragraph 5?
Pick out three basic or important services done by airlines (from the whole text) to guarantee
the safety of passengers.
What accident made The Straits Times publish the topic?
Scoring Rule
School Name
Subject
Type of Test
:
:
:
SMA N 7 PURWOREJO
English
written
No.
A.
B.
.
Class /semester : XII / 1
Year
: 2013/2014
Criteria
Score
The students are aked to listen to the teacher read the explanation
text and answer the question.
10
The students are asked to listen to the teacher read the discussion
text and answer the question.
10
Marks = score gotten X 2
IX. SOURCE / MATERIAL / TEACHING AID
- Cassettes
- CD
- English Alive 2 for Senior High School grade XII – Yudhistira
- English Student Worksheet
Approved by the headmaster,
Purworejo, July 13, 2013
Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010
Dra. Rahmi Bekti Utami
NIP 19620529 198903 2 003
LESSON PLAN 8
School Name
Subject
:
:
Class / Program
Semester
Year
Time Allocated
:
:
:
:
SMA N 7 PURWOREJO
English ( Spoken Text )
( Narrative, explanation and discussion)
XII / Science
1
2013/ 2014
4 x 45 minutes
I. STANDARD OF COMPETENCE :
SPEAKING
 To express the meaning of short functional and monolog text in form of narrative, explanation,
and discussion in daily life context.
II. BASIC COMPETENCE :

To express the meaning of spoken monologue text in form of narrative, explanation, and
discussion accurately, fluently, and acceptably in daily life context
III. INDICATORS:
 To use simple present tense in giving explanation about the process
 To perform a narrative monolog
 To perform a discussion monolog
 To use argument sentences
 To do a debate
IV. GOAL OF TEACHING/LEARNING ACTIVITIES
Students are able to:
 Use simple present tense in giving explanation about the process
 Perform a narrative monolog
 Perform a discussion monolog
 To use argument sentences
 Do a debate
V. MATERIALS :
 Narrative spoken text
 Explanation spoken text
 Discussion spoken text
VI. TEACHING METHOD :
 Demonstration
 Practice
 Assignment
VII. TEACHING / LEARNING ACTIVITIES :
Lesson
1.
Teaching Activities
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 Activities
Exploration:
- The teacher gives the explanation about the Narrative text and
explanation text.
Core
Value
Time
(minutes)
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
- In groups, the students do library study for identifying many kinds
of Narrative text and explanation text .
- The teacher asks the students to give examples Narrative texts and
explanation text.
Elaboration :
- The teacher ask the students to practice the monologue text
(Narrative text and explanation 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.
70
(Creative)
Confirmation :
- The teacher ask the students to review the narrative text and
explanation text they have learned.
- The teacher ends the lesson by asking the students to make
conclusion. (Independent)
Closing:
- The teacher ask the students to make a brief resume about the short
functional text (oral advertisement ) they have learned.
- Post Test: Make an explanation text based on your own situation,
and then read it loudly. You can discuss the purpose of the text you
have made.
- Teacher tells the students about the goal of teaching/learning
activities and basic competency they will attain for the next
meeting.
2.
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)
Elaboration :
- The teacher ask the students to practice the monologue text
(discussion 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 discussion text in
front of the class.
- The teacher ask the students to write a discussion text by using
their own words and topic and then read it in front of the class.
10
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
70
(Creative)
Confirmation :
- The teacher ask the students to review the discussion text they
have learned.
- The teacher ends the lesson by asking the students to make
conclusion. (Independent)
Closing:
- The teacher ask the students to make a brief resume about the short
functional text (oral advertisement ) they have learned.
10
- Post Test: Make an discussion text based on your own situation,
and then read it loudly. You can discuss the purpose of the text you
have made.
- Teacher tells the students about the goal of teaching/learning
activities and basic competency they will attain for the next
meeting.
Structured assessment:
- Answering the questions about the content of the genres of
narrative, explanation and discussion.
VIII.
EVALUATION
The frame work of evaluation
School Name
Subject
No.
1.
:
:
SMA N 7 PURWOREJO
English
Basic Competency
To express simple,
monologue texts
accurately, fluently,
and acceptably in the
genres of narrative,
spoof and hortatory
exposition in the
context of daily life
Class
/sem
Materials
XII/1  Oral text of
narrative
 Oral text of
explanation
 Oral text of
discussion
Class /Program :
XII / Science
Semester
:
1
Type of test
Indicator
Students are able to:
 use simple present
tense in giving
explanation about
the process
 perform a narrative
monolog
 perform a
discussion monolog
 use argument
sentences
 do a debate
- Written
test
- Quiz
- Assign
ment
Scoring Rule
School Name
Subject
Type of Test
:
:
:
SMA N 7 PURWOREJO
English
written
No.
Class /semester : XII / 1
Year
: 2013/2014
Criteria
Score
A.
The students are asked to practice the monologue text (spoof text)
with good pronunciation
3
B.
The students are asked to answer these questions orally based on the
spoof text they have just practiced.
5
C.
The students are asked to practice the monologue narrative text with
good pronunciation. But before practicing it, they must use the
correct verb forms.
25
The students are asked to to answer these questions orally based on
the narrative text they have just practiced.
7
The students are asked to practice the monologue text (hortatory
exposition text) with good pronunciation.
3
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.
7
D.
E.
F.
Marks = score gotten X 2
Numbe
r of test
IX. SOURCE / MATERIAL / TEACHING AID
- Cassettes
- CD
- English Alive 2 for Senior High School grade XI – Yudhistira
- English Student Worksheet
Approved by the headmaster,
Purworejo, July 13, 2013
Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010
Dra. Rahmi Bekti Utami
NIP 19620529 198903 2 003
LESSON PLAN 9
School Name
Subject
Class / Program
Semester
Year
Time Allocated
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XII / Science
1
2013/ 2014
4 x 45 minutes
I. STANDARD OF COMPETENCE :
READING
 To understand the meaning of short functional text and simple essay in the form of narrative,
explanation, and discussion in daily life context and to access science.
II. BASIC COMPETENCY :

To respond to the meaning of short formal and informal functional text (e.g. banner, poster,
pamphlet, etc.) To use written language accurately, fluently, and acceptably in daily life context.
III. INDICATORS
 To read the text given
 To identify the topic from the book they read
 To identify the certain information in short functional texts
IV. GOAL OF TEACHING/LEARNING ACTIVITIES
Students are able to:
 To read the text given
 To identify the topic from the book they read
 To identify the certain information in short functional texts
V. MATERIALS :
banner, poster, pamphlet
VI. TEACHING METHOD
 Demonstration
 Practice
 Assignment
VII.
TEACHING / LEARNING ACTIVITIES :
Lesson
Teaching Activities
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 Activities
Exploration:
- The teacher gives the explanation about short functional
text (in the form of banner and poster).
Core
Value
Time
(minutes)
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
70
- In groups, the students do library study for identifying
many kinds short functional text (in the form of banner
and poster).
- The teacher asks the students to give examples of short
functional text (in the form of banner and poster).
Elaboration :
- The teacher ask the students to practice to read short
functional text (in the form of banner and poster).
with good pronunciation.
- The teacher ask the students to discuss the content of
the text in pairs.
- The teacher ask the students to answer the questions
based on the text they have just practiced.
Confirmation :
- The teacher asks the students to review short functional
text (in the form of banner and poster) they have
learned.
- The teacher ends the lesson by asking the students to
make conclusion.
10
Closing:
- The teacher ask the students to make short functional
text (in the form of banner and poster) they have
learned.
- Post Test
2.
Introduction
- Teacher Greets the students religiously.
- Teacher checks the students attendance and
communicates creatively.
- Teacher asks the students about the previous materials
they have learned.
- Teacher grows the students’ sense of wonder by asking
some questions related with the goal of the learning
topic .
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
Main Activities
Exploration:
- 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 students discuss the short functional text (Banner,
poster, and pamphlet) in pairs.
- The students discuss the content of the short functional
text (Banner, poster, and pamphlet).
- The teacher asks the students to make the short
functional text (Banner, poster, and pamphlet ) based
on the situation given in pairs.
- The teacher ask the students to answer the questions
based on the text they have just practiced.
Confirmation :
- The teacher ask the students to review the short
functional text (Banner, poster, and pamphlet).
- The teacher ends the lesson by asking the students to
make conclusion.
70
Closing:
- The teacher ask the students to make a brief resume
about the short functional text (Banner, poster, and
pamphlet) they have learned.
- Post Test
10
Structured assessment:
- Producing a short functional written text (e.g banner,
poster, pamphlet, etc.)
I. EVALUATION
The frame work of evaluation
School Name
Subject
No.
1.
II.
:
:
SMA N 7 PURWOREJO
English
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.
Class
/sem
Class /Program :
XII / Science
Semester
:
1
Materials
XII/1 Genres : Spoof,
narrative and

hortatory
exposition text.
Short functional
texts: Banner,

poster, and
pamphlet.
Indicator
Type of test
Students are able:
To read the text - Written
test
given
To identify the
topic from the - Assign
ment
book they read
To identify the
certain information
in short functional
texts
Numbe
r of test
A, B, C,
D, E
SOURCE / MATERIAL / TEACHING AID
- Cassettes
- CD
- English Alive 2 for Senior High School grade XI – Yudhistira
- English Student Worksheet
Approved by the headmaster,
Purworejo, July 13, 2013
Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010
Dra. Rahmi Bekti Utami
NIP 19620529 198903 2 003
LESSON PLAN 10
School Name
Subject
:
:
SMA N 7 PURWOREJO
English
(Banner,Poster, Pamphlet)
Class / Program
Semester
Year
Time Allocated
:
:
:
:
XII / Science
1
2013/ 2014
4 x 45 minutes
I. STANDARD OF COMPETENCE :
WRITING
 To express the meaning of short functional written text and simple essay in the form of narrative,
explanation, and discussion in daily life context.
II. BASIC COMPETENCE :
 To express the meaning of short formal and informal functional text (e.g. banner, poster, pamphlet,
etc.) To use written language accurately, fluently, and acceptably in daily life context.
III. INDICATORS :
 To write the main idea
 To use grammar, vocabulary, punctuation, spelling, and structure accurately
 To elaborate the main idea
 To make a draft, revising, and editing
 To produce banner, poster, or pamphlet
IV. GOAL OF TEACHING/LEARNING ACTIVITIES
Students are able to:
 To write the main idea
 To use grammar, vocabulary, punctuation, spelling, and structure accurately
 To elaborate the main idea
 To make a draft, revising, and editing
 To produce banner, poster, or pamphlet
V. MATERIALS :
 banner, poster, pamphlet
VI. TEACHING METHOD :
 Demonstration
 Practice
 Assignment
VII.
TEACHING / LEARNING ACTIVITIES :
Lesson
1.
Teaching Activities
Core
Value
Time
(minutes)
 Discipline
 Curious
 Hard-
10
Introduction
- Teacher Greets the students religiously.
- Teacher checks the students attendance and
communicates creatively.
- Teacher asks the students about the previous materials
they have learned.
- Teacher grows the students’ sense of wonder by asking
some questions related with the goal of the learning
topic .
Main Activities
working
 Creative
 Independent
 Communicative
Exploration:
- The teacher gives the explanation about short functional
text (in the form of banner and poster) .
- In groups, the students do library study for identifying
many kinds of short functional text (in the form of
banner and poster) .
- The teacher asks the students to give examples of short
functional text (in the form of banner and poster).
70
Elaboration :
- The teacher ask the students to read the short
functional text (in the form of banner and poster) .
- The teacher ask the students to pay attention to the
structure, vocabularies, punctuation, spelling, and
writing rule of the short functional text (in the form of
banner and poster) accurately.
- The teacher ask the students to produce the text by
deciding the t0pic of the short functional text (in the
form of banner and poster) first.
- The teacher ask the students to practice creating
simple sentences related to the sentence patterns used in
the generic structure components of short functional
text (in the form of banner and poster).
- The teacher ask the students to write short functional
text (in the form of banner and poster).
- The teacher ask the students to work independently to
produce short functional text (in the form of banner
and poster) individually.
Confirmation :
- The teacher ask the students to review the short
functional text (in the form of banner and poster) they
have learned.
- The teacher ends the lesson by asking the students to
make conclusion.
10
Closing:
- The teacher ask the students to make a short functional
text (in the form of banner and poster) they have
learned.
- Post Test
2.
Introduction
- Teacher Greets the students religiously.
- Teacher checks the students attendance and
communicates creatively.
- Teacher asks the students about the previous materials
they have learned.
- Teacher grows the students’ sense of wonder by asking
some questions related with the goal of the learning
topic .
Main Activities
Exploration:
- 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 short
functional text (Banner, poster, and pamphlet)
showed by the teacher.
- The teacher asks the students to give information
about the purpose of the short functional text (Banner,
poster, and pamphlet).
- The teacher asks the students to prepare a sheet of
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
70
paper for making short functional text (Banner,
poster, and pamphlet) 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 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) they have learned.
- Post Test
VIII.
10
EVALUATION
The frame work of evaluation
School Name
Subject
No.
1.
:
:
SMA N 7 PURWOREJO
English
Basic Competency
Class
/sem
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
Class /Program :
XI / Social
Semester
:
2
Materials
Indicator
Genres : Spoof
Students are able:
 to write the main
Short functional
texts: Banner,
poster, and
pamphlet.




Type of test
Numbe
r of test
- Written
test
A, B, C,
D, E
idea
to use grammar, - Assign
ment
vocabulary,
punctuation,
spelling,
and
structure
accurately
to elaborate the
main idea
to make a draft,
revising,
and
editing
to produce banner,
poster, or pamphlet
Scoring Rule
School Name
Subject
Type of Test
:
:
:
SMA N 7 PURWOREJO
English
written
No.
Class /semester : XI / 1
Year
: 2013/2014
Criteria
A.
The students are asked to write a spoof text.
25
B.
The students are asked to write the purpose of the text (leaflet)..
10
C.
The students are asked to make a leaflet based on any situation they
like best.
15
Marks = score gotten X 2
III.
Score
SOURCE / MATERIAL / TEACHING AID
- Cassettes
- CD
- English Alive 2 for Senior High School grade XI – Yudhistira
- English Student Worksheet
Approved by the headmaster,
Purworejo, June 27, 2012
Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010
Dra. Rahmi Bekti Utami
NIP 19620529 198903 2 003
LESSON PLAN 11
School Name
Subject
Class / Program
Semester
Year
Time Allocated
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XII
1
2012/ 2013
4 x 45 minutes
I. STANDARD OF COMPETENCE :
READING
 To understand the meaning of short functional text and simple essay in the form of narrative,
explanation, and discussion in daily life context and to access science.
II. BASIC COMPETENCY :
 To respond to the meaning and rhetorical steps of essay To use written language in daily life
context to access science in from of narrative, explanation, and discussion accurately, fluently,
and acceptably.
III. INDICATORS :
 To identify the word meaning in the text read
 To identify the sentence meaning in the text read
 To identify the complication in a narrative text
 To identify the events in the text read
 To identify the process of events
 To identify pro and contra argument in the text
 To identify the rethorical steps from the text
 To identify the communication goal in the text read
IV. GOAL OF TEACHING/LEARNING ACTIVITIES
Students are able to:
 To identify the word meaning in the text read
 To identify the sentence meaning in the text read
 To identify the complication in a narrative text
 To identify the events in the text read
 To identify the process of events
 To identify pro and contra argument in the text
 To identify the rethorical steps from the text
 To identify the communication goal in the text read
V. MATERIALS :
 Written narrative text
 Written explanation text
 Written discussion text
 Conjunctions that show cause effect relationships
 If clause type I (Future condition)
 Conjunctions that show contrast
I. TEACHING METHOD
 Demonstration
 Practice
 Assignment
II. TEACHING / LEARNING ACTIVITIES :
Lesson
Teaching Activities
Core
Value
Time
(minutes)
1.
Introduction
- Teacher Greets the students religiously.
- Teacher checks the students attendance and
communicates creatively.
- Teacher asks the students about the previous
materials they have learned.
- Teacher grows the students’ sense of wonder by
asking some questions related with the goal of
the learning topic .
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
Main Activities
Exploration:
- The teacher gives the explanation about the Narrative
text and spoof text.
- In groups, the students do library study for identifying
many kinds 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 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 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 answer the questions
based on the
Text they have just practiced.
70
Confirmation :
- The teacher ask the students to review the narrative
text spoof text.they have learned.
- The teacher ends the lesson by asking the students to
make conclusion.
10
Closing:
- The teacher ask the students to make a brief resume
about the narrative text spoof text they have learned.
- Post Test
2.
Introduction
- Teacher Greets the students religiously.
- Teacher checks the students attendance and
communicates creatively.
- Teacher asks the students about the previous
materials they have learned.
- Teacher grows the students’ sense of wonder by
asking some questions related with the goal of
the learning topic .
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 .
- The teacher asks the students to give examples
hortatory exposition texts.
 Discipline
 Curious
 Hardworking
 Creative
 Independent
 Communicative
10
70
.
Elaboration :
- The teacher ask the students to practice the
monologue text (hortatory exposition 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 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.
- The teacher ask the students to answer the questions
based on the
Text they have just practiced.
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
make conclusion.
10
Closing:
- The teacher ask the students to make a brief resume
about the hortatory exposition text they have learned.
- Post Test.
III. EVALUATION
The frame work of evaluation
School Name :
SMA N 7 PURWOREJO
Subject :
English
No.
1.
Basic Competency
Class
/sem
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
Class /Program :
Semester
:
2
Materials
Genres : Spoof,
narrative and
hortatory
exposition text.
Short functional
texts: Banner,
poster, and
pamphlet.
Indicator
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
XI / Social
Type of test
- Written
test
- Assign
ment
Numbe
r of test
A, B, C,
D, E
Scoring Rule
School Name
Subject
Type of Test
:
:
:
SMA N 7 PURWOREJO
English
written
Class /semester : XI / 2
Year
: 2012/2013
No.
Criteria
Score
A.
The students are asked to complete sentences in the story below with
the words available.
8
B.
The students are asked to answer the questions based on the text!
7
C.
The students are asked to read the text aloud with good
pronunciation and intonation.
2
D.
The students are asked to answer the questions based on the text.
E.
The students are asked to match the words with their definitions.
F.
The students are asked to complete the sentences on this spoof text
using the words or phrases available.
10
13
10
Marks = score gotten X 2
IV.
SOURCE / MATERIAL / TEACHING AID
- Cassettes
- CD
- English Alive 2 for Senior High School grade XI – Yudhistira
- English Student Worksheet
Approved by the headmaster,
Purworejo, June 27, 2012
Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010
Dra. Rahmi Bekti Utami
NIP 19620529 198903 2 003
1
2
Opening / Pre teaching activity
 Teacher Greets the students religiously
 Teacher checks the students attendance and communicates creatively
 Teacher grows the students’ sense of wonder by asking some
questions related with the goal of the learning topic .
Attracting the students’ attention
Have you ever read a story or do a debate?
What kind of the text is it?
10 ‘
Main Activity
a. Presentation ( EXPLORATION)
 The teacher gives the explanation about the materials.
 The teacher asks the students to give comments on the text.
70’
b. Practice ( ELABORATION)



Reading aloud the explanation text individually
Discussing many aspects of the text such as content, text structure in
groups.
Practicing to use simple present tense to show a process in complex
sentence and contrast sentence
c. Production ( CONFIRMATION)
 The teacher asks the students to make narrative, explanation and
discussion text.
 The students demonstrate their writing in front of the class. The other
students listen to the information.
3
Closing Activity
10’
 Teacher asks the students’ impressions about the learnt topic
 Guide the students to resume the learnt topic.
 Teacher gives the students assignments to grow their sense of wonder
and fond of reading
ii)
Resources
- Student worksheet
iii)
Assessment
a. Technique: written test
b. Performance test: Students may perform individually or in group of two/three, their ability
in singing English songs, poetry reading, story telling, TV Talk show,
c. Structured assignment: doing exercises from worksheet/ additional books
Purworejo, July 9th, 2011
Approved by The Principal,
Teacher
Dra. Rahmi Bekti utami
Padmo Sukoco, M.Pd
NIP 19640718 198703 1 010
NIP 19620529 198903 2003
LESSON PLAN 12
School Name
Subject
:
:
Class / Program
Semester
Year
Time Allocated
:
:
:
:
SMA N 7 PURWOREJO
English ( If Clause, Adverbial Clause )
( Explanation, Narrative, discussion Text)
XII
1
2010/ 2011
6 x 45 minutes
I. STANDARD OF COMPETENCE :

WRITING
To express the meaning of short functional written text and simple essay in the form of narrative,
explanation, and discussion in daily life context.
II. BASIC COMPETENCY :

To express the meaning and rhetorical steps of essay To use written language in daily life context to
N
O
ACTIVITY
TIME
access science in the form of narrative, explanation, and discussion accurately, fluently, and
acceptably.
III. GOAL OF TEACHING/LEARNING ACTIVITIES
Students are able to:
 Use if clause in delivering a news
 Use adverbial clause in making explanation texts
 Produce explanation texts
 Produce narrative texts
 Produce discussingiontexts
IV. MATERIALS :

Written narrative text

Written explanation text

Written discussion text

Conjunctions that show cause effect relationships

If clause type I (Future condition)

Conjunction that show contrary
V. SOURCE / MATERIAL / TEACHING AID





Look Ahead 3 (Erlangga)
English Text in Use 3 (Aneka Ilmu)
LKS Tuntas (Graha Pustaka)
Kaset
CD
VI. TEACHING / LEARNING ACTIVITIES :
Steps:
1. Teaching Method : Three-phase techniques (Presentation, Practice, Production)
1
Opening / Pre teaching activity
 Teacher Greets the students religiously
 Teacher checks the students attendance and communicates creatively
 Teacher grows the students’ sense of wonder by asking some
questions related with the goal of the learning topic .
10 ‘
Attracting the students’ attention
Do you ever read a story or do a debate?
What kind of the text is it?
2
Main Activity







3
a. Presentation ( EXPLORATION)
The teacher gives the explanation about the materials.
The teacher asks the students to give comments on the text. .
b. Practice ( ELABORATION)
70’
Making a draft of narrative, explanation, and discussion text by chain
writing.
Doing a peer correction to complete the draft
Completing the draft based on peer’s correction
c. Production ( CONFIRMATION)
The teacher asks the students to make narrative, explanation and
discussion text.
The students demonstrate their writing in front of the class. The other
students listen to the information.
Closing Activity
10’
 Teacher asks the students’ impressions about the learnt topic
 Guide the students to resume the learnt topic.
 Teacher gives the students assignments to grow their sense of wonder
and fond of reading and writing
ii)
Resources
- Student worksheet
iii)
Assessment
a. Technique: written test
b. Performance test: Students may perform individually or in group of two/three, their ability
in singing English songs, poetry reading, story telling, TV Talk show,
c. Structured assignment: doing exercises from worksheet/ additional books
Purworejo, July 9th, 2011
Approved by The Principal,
Padmo Sukoco, M.Pd
NIP 19640718 198703 1 010
Teacher
Dra. Rahmi Bekti utami
NIP 19620529 198903 2003
LESSON PLAN
School Name
Subject
Class / Program
Semester
Year
Time Allocated
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XII
1
2012/ 2013
2 x 45 minutes
VI. STANDARD OF COMPETENCE :
READING
 To understand the meaning of short functional text and simple essay in the form of narrative,
explanation, and discussion in daily life context and to access science.
VII.
BASIC COMPETENCY :
 To respond to the meaning and rhetorical steps of essay To use written language in daily life
context to access science in from of narrative, explanation, and discussion accurately, fluently,
and acceptably.
VIII.
INDICATORS :
 To identify the word meaning in the text read
 To identify the sentence meaning in the text read
 To identify pro and contra argument in the text
 To identify the communication goal in the text read
IX. GOAL OF TEACHING/LEARNING ACTIVITIES
Students are able to:
 To identify the word meaning in the text read
 To identify the sentence meaning in the text read
 To identify pro and contra argument in the text
 To identify the communication goal in the text read
X. MATERIALS :
 Written discussion text
IV. TEACHING METHOD
 Demonstration
 Practice
 Assignment
V. TEACHING / LEARNING ACTIVITIES :
Lesson
Teaching Activities
1.
Introduction
o Teacher Greets the students religiously.
o Teacher checks the students attendance and
communicates creatively.
o Teacher asks
the students about the
previous materials they have learned.
o Teacher grows the students’ sense of
wonder by asking some questions related
with the goal of the learning topic .
Main Activities
1) Exploration
o The teacher gives the students a model of
discussion text.
o The teacher asks the students to analyze the
text.
Core
Value
Time
(minutes)
 Discipline
 Curious
 Hard-
10
working
 Creative
 Independent
 Communicative
2) Elaboration
o Individual reading aloud of discussion text
o In groups, discussing the various aspects of
the texts like main idea, word meaning, and
sentence meaning.
o Discussing the generic structure: issue, the
argument for and against in the text, and
conclusion or recommendation.
o The teacher guides the students’ activity
during the learning process.
3) Confirmation
o The teacher asks the students to make
summary.
o The teacher gives the students material
rehearsal.
70
Closing


The teacher ends the lesson by making
conclusion
Closing prayer
10
VI. EVALUATION
The frame work of evaluation
School Name
Subject
No.
1.
:
:
SMA N 7 PURWOREJO
English
Basic Competency
 To respond to the
meaning and
rhetorical steps of
essay To use
written language in
daily life context to
access science in
from of narrative,
explanation, and
discussion
accurately,
fluently, and
acceptably.
Class
/sem
Materials
XII/1 Genres:
Discussion text
Class /Program :
XII / Science
Semester
:
1
Indicator
Students are able:
 to read aloud a
written text with
the correct
pronunciation and
intonation
 To identify the
word meaning in
the text read
 To identify the
sentence meaning
in the text read
 To identify pro
and contra
argument in the
text
 To identify the
communication
goal in the text
read
Type of test
- Written
test
- Assign
ment
Numbe
r of test
Scoring Rule
School Name
Subject
Type of Test
:
:
:
SMA N 7 PURWOREJO
English
written
No.
Class /semester : XII / 1
Year
: 2012/2013
Criteria
Score
A.
The students are asked to answer the questions based on the picture
given
10
B.
The students are asked to read the text aloud with good
pronunciation and intonation.
10
C.
The students are asked to answer the questions based on the text.
15
D.
The students are asked to find the meaning of certain words from the
text..
15
Marks = score gotten X 2
V.
SOURCE / MATERIAL / TEACHING AID
- Cassettes
- CD
- English Alive 3 for Senior High School grade XI – Yudhistira
- Interlanguage, English for Senior High School Students XII - Depdiknas
- English Student Worksheet
Approved by the headmaster,
Purworejo, June 27, 2012
Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010
Dra. Rahmi Bekti Utami
NIP 19620529 198903 2 003
Study the picture and answer the questions in the box with your partner. Then, read a text on
a ban of using a cell phone while driving and find the meaning of the words in the box based on
the context. Read the text again and answer the suggestions that follow.
1.
2.
3.
4.
5.
What is the man doing?
Is he doing a dangerous activity?
Is talking on the phone while driving dangerous?
If so, tell your partner why!
If no, convince your partner that he's not doing
something dangerous!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Ban
Motorist
Concern
Distraction
enforce
caught
terms
toughen
device
(in) motion
auto reactive
IM1
A Ban on Cell Phone Use at the Wheel:
Motorists to Face Jail Terms for Using Cell Phones
There have been changes in the policy of charging careless drivers (in London). Motorists
caught talking on a hand-held mobile phone or sending a text while driving could be jailed under the charge of
careless driving. In the most serious cases they could be charged with dangerous driving, which carries a
two-year minimum sentence and unlimited fine. Such a type of charging is applied in response to growing
public concern over drivers using hand-held phones.
Against the ban, some people believe that driving while calling is generally a safe practice. Then, it is a bit
difficult to charge one caught talking on a handheld mobile phone or sending a text while driving to face
jail terms. They argue that cell phones are no different from any other distracted driving — like eating,
drinking, putting make-up, shaving, smoking, and talking to back seat passengers.
In spite of this, the ban needs to be enforced. It is according to the fact, stated by Department for
Transport, that drivers are four times more likely to crash if they are holding a mobile or sending a text while at
the wheel. The ban does not cover hands-free phones, but drivers who use them can still be charged if police
think they're not in control of their vehicle. Statistics already show that the real distraction is the
conversation, even if it is hands free. As it has been statistically proven that hands free conversation is a
distraction, so the current laws is toughened.
Along with the debate on banning cell phone use at the wheel, there has been made a system called 'Cell
Phone Block While Driving'. This system is a device that prevents people from using a cell phone by the driver
while car is moving. If the car is stopped for any reason, (red light, parking, etc.) a cell phone will work. If in
motion, a cell phone doesn't work. It is believed that the best use of the resources is in making cars safer and
implementing auto reactive features that can take over for the driver, not in limiting the driver's options.
Adapted from: http://www.halfbakery.com;http:// blog.seattlepi.nwsource.com; The Jakarta Post
Picture: http://www.telegraph.co.uk
Questions
1.
2.
3.
4.
What could be charged for motorists caught using cell phones while driving?
Why is the ban enforced?
Should the ban cover motorists using hands-free phones? State your argument.
It is said that that drivers are four times more likely to crash if they are doing other activities that break
the concentration at the wheel.
Rank the most to the least risky activities done by motorists that can cause accidents by numbering the
pictures.