Nury Supriyanti, M.A.
supriyanti_nury@uny.ac.id
Welcome to
•the world of education
•the world of English
teaching
Designing Lesson Plans
Nury Supriyanti, MA
English Teachers being professional
•a
basis of scientific knowledge,
• a period of rigorous study which is
formally assessed,
•a sense of public service,
• high standard of professional conduct,
•and the ability to perform some specific
demanding and socially useful tasks in a
demonstrably competent manner.
Professional English Teachers
should have the following
knowledge as proposed by Mary
Spratt in the TKT module
Teacher Knowledge
1. Language and background to language learning and teaching
• 1.1. Describing Language and Language Skills
• 1.2. Background to Language Learning
• 1.3. Background to Language Teaching
2.. Lesson Planning and Use of Resources for Language teaching
• 2.1. Planning and preparing a lesson or sequence of lesson
• 2.2 Selection and Use of Resources and Materials
3. Managing The teaching and Learning Process
• 3.1. Teachers’ and learners’ language in the Classroom
• 3.2. Classroom Management
• What has been quoted above is only the
knowledge.
• Knowing and practicing what we know are two
different things.
• Therefore, teachers should also be supplied with
knowledge on classroom practices
Why Lesson Planning?
• Harmer (2001)
For students, evidence of a plan shows them
that the teacher has devoted time to thinking
about the class. It strongly suggests a level of
professionalism and a commitment to the kind
of preparation they might reasonably respect.
Lack of a plan may suggest the opposite of these
teacher attributes
About Teaching English in the
School System
It needs an understanding of how teaching and
learning are expected to be. The understanding
covers
•
the current curriculum
•
syllabus designs : structural, notional, themebased, text-based, situational, content-based,
competency-based etc.
a structural syllabus is a syllabus which is designed based
on structural items.
Understanding SK and KD
• SK and KD are taken from SI. A careful reading
of UU Sisdiknas and other documents will help
us understanding the whole picture.
• RPP (Rencana Pelaksanaan Pembelajaran) is
very crucial in micro teaching. Students should
be well trained in writing the plan. In writing the
RPP there are steps that should be taken with
care.
Some significant steps need a good
understanding of SK and KD
1. Studying carefully Standar Isi to get information on all
about the teaching of English for each level of
schools (SMP/MTs, SMA/MAN, SMK)
2. Quoting the SK and understanding it
Learning the terminology and the concepts
3. Quoting the Kompetensi Dasar (Basic Competencies)
Learning the terminology and the concepts
What we teach according to Standar Isi
4. Formulating the indikator (Indicators)
Considering the tujuan, the materials,
the langkah2 kegiatan, the penilaian
5. Formulating the tujuan pembelajaran
(Aims)
•
looking at the SK, the KD
•
understanding the nature of language
functions
•
understanding the nature of spoken
and written language
Text :
a continuous stretch of (especially spoken
language) larger than a sentence, often
constituting a coherent unit, such as sermon,
argument, joke or narrative Crystal 1992:25)
A text is any stretch of language which is held
together cohesively through meaning
Types of Text
• Short Functional Texts : letters, announcement,
sms, public notices
• Monologues and dialogues (interpersonal or
transactional)
• Spoken and Written text types (Recount,
narratives, procedures, descriptive texts,
explanation, discussion, debate, public speaking,
technical documents)
Materials in RPP
includes the elements making up a text
Language Sample
1. A : Good morning. How are you ?
B : Good morning. Fine thank you.
2. A : Hello, I’m Nina. Nice to meet you
B : Hello, I’m Renny. Nice to meet you, too
–
–
–
–
–
Kosakata terkait tema / jenis teks.
Verbs : live, meet, do, stop, have
To be : is, am, are
Personal Pronouns : I, you, we, they, he, she, it
Gambits, standard expressions
Methods and Procedures
7. Writing
the metode pembelajaran (Teaching Methods)
using appropriate methods
•
•
•
•
•
•
•
PPP (Presentation Practice Production,
TPR (Total Physical Response)
CTL (Contextual Language Learning)
Task-based approach
ESA ( Engage, Study, Activate)
Four Steps (BKOF, MOT, JCOT, ICOT)
Five Steps (BKOF, MOT, JCOT, ICOT, LRT)
Methods and Procedures
8. Designing langkah-langkah pembelajaran
(Teaching Procedure)
Looking at the teaching method in number seven
and follow it with a good understanding
9. Designing the penilaian (evaluation)
Looking at all of the elements especially the
language skills (listening, speaking, reading and
writing).
Using your knowledge on evaluation in language
teaching and language testing (look at good
textbooks for ideas)
• Selection and Use of Resources and Materials
•Checking the form and use of grammatical
structure
•Checking the spelling, pronunciation and use of
lexical items
•Anticipating learners’ difficulties
•Looking for new approaches to teaching lessons
and new classroom activities
•Finding out how to use materials in your course
books
•Getting advice about particular lessons or
teaching materials
Teachers need to always update their knowledge on
language and technology
Evaluation
•
•
•
Designing the penilaian (evaluation)
Looking at all of the elements especially
the language skills (listening, speaking,
reading and writing).
Using your knowledge on evaluation in
language teaching and language testing
(look at good textbooks for ideas)
Let’s practice:
writing a lesson plan based on
the school-based curriculum
Thank you
Have a great lesson planning!