RPP SMK Xi

LESSON PLAN
(Rencana Pelaksanaan Pembelajaran)
School : SMK SETIH SETIO 2 MUARA BUNGO

Subject : English
Grade / Semester : XI / 3
Time allotment : 4 x 45 minutes
Meeting : 1, 2, 3, 4
Standard of Competency : Communicating English at Elementary Level

Basic Competency : 2.1 Comprehend a simple daily conversation in professional and
personal context with non-native speaker.
Indicators :
 Yes/No question in daily activity context is expressed and answered correctly
 Question tag in daily activity context is expressed and answered correctly
 Question Words in daily activity context is expressed and answered correctly
A. Learning Objectives
By the end of the course, the students will be able to:
1. Express and respond the expressions about hobbies and interests
2. Express and respond Yes/No Questions daily activity context
3. Express and respond Question tags daily activity context
4. Compose Yes/No Questions and Question tags correctly
B. Teaching Materials
1. yes-no question
Examples:
 Are you a student?
Yes, I am/ No, I am not.
 Do you like fishing?
Yes, I do/ No, I don’t
 Has she closed the door?
Yes, she has/ No, she has not
2. Question tags
Examples:
 We come late, don’t we?
 Toni isn’t a student, is she?
 I’m beautiful, aren’t I?
 Close the window, will you?
 Let’s go to the movie, shall we?
 There is a man over there, isn’t there?
 Someone went to Bali yesterday, didn’t they
3.  Expressions how to ask about hobbies and interests
 Do you have any hobbies?
 What is your hobby?
 What do you like to do in your spare time?
 Do you like your hobbies very much?
 Expressions how to say about hobbies and interests
 I like……. (gardening, swimming, cooking, etc)
 I’m interested in……(gardening, swimming, cooking, etc)
 My hobby is….../ My hobbies are……
C. Methods of Instruction
Contextual Teaching and Learning (CTL) consists of Inquiry, Questioning,
Constructivism, Learning Community, Authentic Assesment, Modelling and Reflection.
D. Teaching Scenario
1. Meeting 1
a. Pre-teaching:
1) Salutation
2) Checking student’s attendance
3) Apperception
 Reviewing the previous study
 Stating the topic and objective of the meeting
4) Orientation
5) Motivation
b. While-teaching:
Exploration
a. Students are requested to read a dialogue about hobbies and interests
b. Students are introduced to words and expressions used to talk about hobbies and interests
c. Students identify the use of ‘yes/no question’ in the dialogue
d. Students are introduced to construct ‘yes/no question’ using ‘be’ (is, am, are, was, and
were).
Elaboration
a. Students are directed to construct a dialogue talking about hobbies and interests
b. Students work in pair to make the dialogue and it has to form ‘yes/no questions’ and its
responses.
Confirmation
a. Students are requested to perform their dialogue in front of the class
b. Teacher evaluates their performance, gives comment and correction.
Post-teaching
1) Teacher concludes the meeting
2) Teacher opens a question-answer session
3) Teacher gives some home works
4) Teacher gives a slight description about the subject matter for the next meeting
2. Meeting 2
a. Pre-teaching:
1) Salutation
3) Checking students’ home work
4) Apperception
5) Orientation
6) Motivation
b. While-teaching
1) Exploration
a) Teacher asks some students using ‘yes/no question’ containing auxiliary verbs
b) Students are introduced to ‘yes/no question’ using auxiliary verbs (do, does,
did, can, will)
c) Students are invited to make their own ‘yes/no question’ sentence.
d) Students’ sentences are directly evaluated and corrected
2) Elaboration
a) Students are requested to construct a dialogue talking about hobbies and
interests
b) Students work in pair to make the dialogue and it has to form ‘yes/no questions’
and its responses.
3) Confirmation
a) Students are requested to perform their dialogue in front of the class
b) Teacher evaluates their performance, gives comment and correction.
c. Post-teaching :
3. Meeting 3
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
1) Exploration
a) Teacher makes an open question about daily activities using ‘question tags’
b) Students are introduced to ‘question tags’ structure
c) Teacher gives some examples of ‘question tags’
2) Elaboration
a) Students are requested to make their own ‘question tags’.
b) Students are invited to write their sentence on the white board
c) Students’ sentences are directly evaluated and corrected
d) Teacher gives a score to those who share their ideas to the class
3) Confirmation
a) Students are requested to work in-group making a dialogue using question tags.
b) Students are invited to perform their dialogue in front of the class
c) Teacher evaluates their performance, gives comment and correction.
c. Post-teaching :
4. Meeting 4
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
1) Exploration
a) Teacher makes an open question about school activities using ‘question tags’
b) Students are introduced to some exceptions in ‘question tags’
c) Teacher gives some examples of ‘question tags’ using the words anyone,
someone, everyone, etc.
2) Elaboration
a) Students are requested to make their own ‘question tags’.
b) Students are invited to write their sentence on the white board.
3) Confirmation
a) Teacher invites other students to evaluate and giving correction.
b) Teacher gives a score to those who share their ideas to the class.
c. Post-teaching :
E. Required Books and Media
1. Media: board marker, white board.
2. Books:
 Effective Communication (Elementary Level)
 The Universe of English (book 2)
F. Evaluation
Task 1:
Change these sentences into yes/no question.
1. There is a restaurant nearby.
2. He was a mechanic in his own country.
3. Joe is always talking on the phone.
4. There are two large windows in the living room.
5. Students are permitted to take four courses.
6. They have locked the door.
7. All visitors have registered at the front desk.
8. She has some money.
9. The bathroom has a bathtub.
10. Everyone has a great time at the party.
10. Everyone has a great time at the party.
11. A package has arrived for Mr. Green.
12. Your teacher gives too much homework.
13. Marie runs two miles every day.
14. Sofia loves gardening very much.
15. It makes me very uncomfortable.
16. Grandparents love their grandchildren.
17. Infants usually take two naps a day.
18. He cooked the rice too long.
19. He studied for the English quiz.
20. Our friends visited her yesterday.
Task 2:
Complete the following sentences with the right question tags!
1. You come from China, .......................... ?
2. He had to leave at 7 o'clock, .................. ?
3. She hasn't get a dog, .............................. ?
4. It isn't snowing, ..................................... ?
5. Jenny was hoping to come,.................... ?
6. It's stop raining, ..................................... ?
7. He'd better come on time, ...................... ?
8. We've done this before, ......................... ?
9. You don't like football, .......................... ?
10. She won't be late, ................................... ?
11. Annie's French, ...................................... ?
12. It was last week that we met, ................. ?
13. That's wrong, ......................................... ?
14. You'd never have thought it, ................. ?
15. The sun will be shining tomorrow, ........ ?
16. He'd rather go home, ............................. ?
17. He can't sing, ......................................... ?
18. You should leave earlier, ....................... ?
19. I must stop, ............................................ ?
20. Let's start, .............................................. ?
Answer:
Task 1
1. There is a restaurant nearby. Is there a restaurant nearby?
2. He was a mechanic in his own country. Was he a mechanic in his own country?
3. Joe is always talking on the phone. Is Joe always talking on the phone?
4. There are two large windows in the living room. Are there two large windows in the living room?
5. Students are permitted to take four courses. Are students permitted to take four courses?
6. They have locked the door. Have they locked the door?
7. All visitors have registered at the front desk. Have all visitors registered at the front desk?
8. She has some money. Has she some money?
9. The bathroom has a bathtub. Has the bathroom a bathtub?
10. Everyone has a great time at the party. Has everyone a great time at the party?
11. A package has arrived for Mr. Green. Has a package arrived for Mr. Green?
12. Your teacher gives too much homework. Does your teacher give too much homework?
13. Marie runs two miles every day. Does Marie run two miles every day?
14. Sofia loves gardening very much. Does Sofia love gardening?
15. It makes me very uncomfortable. Does it make me uncomfortable?
16. Grandparents love their grandchildren. Do grandparents love their grandchildren?
17. Infants usually take two naps a day. Do infants usually take two naps a day?
18. He cooked the rice too long. Did he cook the rice too long?
19. He studied for the English quiz. Did he study for the English quiz?
20. Our friends visited her yesterday. Did our friends visit her yesterday?
Task 2
1. don’t you 11. isn’t she
2. hadn’t he 12. wasn’t it
3. has she 13. isn’t it
4. is it
14. wouldn’t you
5. wasn’t she
6. is it 15. won’t it be
7. hadn’t he 16. wouldn’t he
8. haven’t we 17. can he
9. do you 18. shouldn’t you
10. will she 19. mustn’t I
20. shall we
Scoring:
 Correct answer is scored 2
 Wrong answer is scored 1
Task I : 20 X 2 = 40
Task II: 20 X 2 = 40
Final Score = task 1 + task 2 = 10
8
Acknowledged by, Muara Bungo, Juli 2015
The Principal of
SMK SETIH SETIO 2 MUARA BUNGO English Teacher,
Ir. Dedi Sefriadi Regina. L. Sihombing, SS

LESSON PLAN

Subject : English
Meeting : 5, 6

Indicators :
 ‘WH questions’ in daily activity context are expressed and answered correctly
 ‘WH questions’ are written correctly
1. Express and respond the expressions about daily activities
2. Express and respond WH questions in professional and personal context
3. Compose questions using question words correctly
WH Word Questions:
1.What
 What is your telephone number?
 What time does she usually go to school?
 What did he buy last night?
 What kind of food do you like?
 What will you give for her birthday party?
2.Why
 Why is he sad?
 Why were they late this morning?
 Why did the headmaster call him yesterday?
 Why will he sell the car?
 Why can’t they come here now?
3.When
 When did Johnny return from Bali?
 When will your friends come here?
 When can you finish this?
 When does Sony usually play tennis?
4.Where
 Where are the children hiding?
 Where does your father usually go on Monday?
 Where did you find this book yesterday?
 Where shall we go tonight?
 Where have they gone so far?
5.Who (menanyakan orang sebagai subyek)
 Who came here two days ago?
 Who has broken this window?
 Who will takecare everything here tomorrow?
 Who is your boss now?
 Who helps her do the job?
6.Whose (menanyakan milik)
 Whose tool is this?
 Whose computer did you repair yesterday?
 Whose hand phone is on the table now?
 Whose tent will they use for the camping next week?
 Whose wallet did the pickpocket take just now?
7.Whom (menanyakan orang sebagai obyek)
 Whom does he call every morning?
 To whom will she send the letter?
 For whom did you buy the present?
 About whom are they talking now?
 With whom is Yuni there?
8. Which (yang mana)
 Which car is yours?
 Which uniform did you wear last Tuesday?
 Which one is her bag?
 Which has he written?
 Which three books are hers?
9. How
 How will he cut the big three?
 How far can you walk in an hour?
 How fast does this bus usually run?
 How often does she go swimming in a month?
 How much money will you need to renovate this house?
1. Question and answer
2. Lecture
3. Role play
1. Meeting 5
a. Pre-teaching:
1) Salutation
3) Apperception
 Stating the topic of the meeting
 Enlighten objective of the meeting
4) Orientation
5) Motivation
b. While-teaching :
1) Exploration
a) Using fasting month (bulan Ramadhan) as an example, the teacher asks the
students to answer the following questions:
 What is fasting month (Ramadhan)?
 When it is celebrated?
 Why it is celebrated?
 How it is celebrated
b) Students are introduced to the construction of question using question words
what, why, when, where, and how.
c) Students are directed to construct their own questions about fasting month.
2) Elaboration
a) Students are requested to work in-group composing a dialogue about fasting
month.
3) Confirmation
a) Students are requested to perform their dialogue in front of the class
b) Teacher evaluates their performance, gives comment and correction.
c. Post-teaching :
3) Teacher gives a homework
2. Meeting 6
a. Pre-teaching:
1) Salutation
3) Checking student’s homework
4) Apperception
 Stating the objective of the meeting
5) Orientation
6) Motivation
b. While-teaching :
1) Exploration
a) Teacher delivers open questions using question words; who, whose, whom,
which.
b) Students are introduced to the construction of question using question words
who, whose, whom, and which.
2) Elaboration
a) Students are requested to make their own questions containing question words
b) Some students are invited to deliver their questions orally to the other students.
c) Other students are requested to respond the questions correctly.
3) Confirmation
a) Students are requested to write their sentences on the white board.
b) Teacher invites other students to evaluate the writing and give correction if any.
c. Post-teaching :
2. Books:
F. Evaluation
Task 1:
Make questions based on the underlined words that will be the answer!
1. He likes listening to the music.
2. I will congratulate her because she wins the contest.
3. This book is Anton’s.
4. They went to Surabaya with me last week.
5. My grandmother is 80 years old.
Task 2:
Translate into English!
1. Jam berapa biasanya mereka pergi ke sekolah?
2. Tas milik siapa ini?
3. Dengan siapa kamu akan pergi ke Surakarta besok?
4. Bagaimana dia memanjat dinding itu tadi malam?
5. Mengapa kemarin teman-temanmu datang kemari?
Homework:
Make questions using question words below!
1. What
2. When
3. Why
4. Where
5. Who
6. Whose
7. For whom
8. To whom
9. With whom
10. How
Answer
Task 1:
1. What does he like to do?
2. Why will you congratulate her?
3. Whose book is this?
4. With whom did they go to Surabaya last week?
5. How old is your grandmother?
Task 2:
1. What time do they usually go to school?
2. Whose bag is this?
3. With whom will you go to Surakarta tomorrow?
4. How did he climb that wall last night?
5. Why did your friends come here yesterday?
Scoring
Task I : 1 correct answer result 2 = 5 X 2 = 10
Task II: 1 correct answer result 4 = 5 X 4 = 20
Total 30
Final Score = task 1 + task 2 = 10
3
Muara Bungo, Juli 2015

Acknowledged by,
The Principal of

LESSON PLAN

Subject : English
Meeting : 7, 8, 9
Indicators :
 Express and respond to the various expressions of Guest Handling (at the hotel, restaurant,
travel agency, etc.)
By the end of the course, the student will be able to:
1. Express and respond the expressions about Guest Handling.
2. Compose sentences containing gerund
3. Construct sentences using the word ‘too’ and ‘enough’
1. Guest handling
a. In general
 Can I help you?
 What can I do for you, Madam/Sir?
 Would you like me to…..?
b. In a hotel
 Welcome to our hotel.
 What sort of room do you need?
 I am sorry, the rooms are booked.
c. In a restaurant
 We have special menu today.
 What would you like to order?
 I hope you enjoy the food.
d. In a travel agency
 What sort of ticket do you need?
 Which ticket do you prefer, single or round trip?
 What seat do you like, the economy or executive?
Gerund
a. Gerund as subjects
 Smoking is dangerous.
 Riding motorcycle can be enjoyable.
b. Gerund as objects
 I don’t like fishing.
 Johnny enjoys travelling so much.
c. Gerund as complement:
 Her job is sorting the mail.
 Alice’s favorite hobby is playing badminton.
d. Gerund after preposition:
 Are you interested in collecting stamps?
 I’m sorry for coming late.
2. Constructions with ‘too’ and ‘enough’
 The soup is too salty for me.
 The hotel room is comfortable enough.
Note:
 ‘too’ (=terlalu) is used to show unsuitability/incapability
 ‘enough’ (=cukup/pas) is used to show suitability/capability
1. Meeting 7
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching :
1) Exploration
a) Students are asked to read a text containing dialogue about handling guests.
b) Students are introduced to words and expressions dealing with guest handling.
c) Teacher encourages students to identify the expressions of guests handling on the
text.
2) Elaboration
a) Teacher reads the dialogue between a guest and a waiter.
b) Students take a note about the guest’s order while listening to the teacher.
3) Confirmation
a) Students are requested to work in pairs composing their own dialogue.
b) Students are invited to do role-play based on their own dialogue in front of the
class
c) Teacher observes and gives comment about their pronunciation and intonation.
c. Post-teaching :
2. Meeting 8
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. Whilst-teaching :
1) Exploration
a) Students are introduced to construction “ too + adj and adj + enough”
b) Teacher explains how to arrange sentences containing “too” and “enough”
correctly
c) Teacher gives some examples of sentences containing “too” and “enough”
2) Elaboration
a) Students are introduced to the use of “too” and “enough” in either professional or
personal context.
b) Teacher asks students to apply the words “too” and “enough” based on the
context of the sentence.
3) Confirmation
a) Students are requested to write their own sentences.
b) Students are invited to express their sentences orally
c) Teacher gives comment and correction about student’s sentences.
c. Post-teaching :
3. Meeting 9
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching :
1) Exploration
a) Students are introduced to the use of gerund in the English sentence.
b) Teacher gives some examples of sentences containing gerund.
c) Teacher writes few sentences containing gerund on the white board.
d) Students are requested to identify the gerund in the sentences.
2) Elaboration
a) Teacher writes some sentences containing gerund on the white board.
b) Students are requested to identify the gerund in the sentences.
c) Teacher, then, invites students to conclude the function and position of gerund in
the English sentences.
3) Confirmation
a) Students compose their own sentences containing gerund.
c) Teacher gives comment and correction about their writing.
c. Post-teaching :
2. Books:
 The Universe of English (Book 2)
F. Evaluation
Task 1
COLUMN A COLUMN B
1. finish =  a. menyangkal
2. face =  b. mempertahankan
c. meneruskan
3. excuse = 
d. mempertimbangkan
4. enjoy = 
e. memulai
5. deny =  f. menghargai
6. defend =  g. mengusulkan
7. continue =  h. mencegah
8. consider =  i. lebih suka
9. begin =  j. melalaikan
10. appreciate =  k. menangguhkan
l. berkeberatan
11. propose = 
m. mengaku
12. prevent =  n. menyarankan
13. prefer =  o. menghentikan
14. neglect =  p. melawan
15. postpone =  q. menyelesaikan
16. mind =  r. menghadapi
17. admit =  s. membebaskan
t. menikmati
18. advise = 
19. stop = 
20. resist = 
Task 2
Change these sentences using gerund as subject!
Example: It is very expensive to advertise charge  Advertising charge is very interesting
a) It is difficult to look for customers.
b) It is wonderful to have so much free time.
c) It will be good to send an application letter soon.
d) It is important to study a business letter.
e) It is necessary to practice every day.
Task 3
a) Write five sentences using construction “too”
(1). .............................................................
(2). .............................................................
(3). .............................................................
(4). .............................................................
(5). .............................................................
b) Write five sentences using construction “enough”
(1). ............................................................
(2). .............................................................
(3). .............................................................
(4). .............................................................
(5). .............................................................
Answer:
 Task 1
1. menyelesaikan
2. menghadapi
3. membebaskan
4. menikmati
5. menyangkal
6. mempertahankan
7. meneruskan
8. mempertimbangkan
9. memulai
10. menghargai
11. mengusulkan
12. mencegah
13. lebih suka
14. melalaikan
15. menangguhkan
16. berkeberatan
17. mengaku
18. menyarankan
19. menghentikan
20. melawan
Task 2
a) It is difficult to look for customers.
b) It is wonderful to have so much free time.
c) It will be good to send an application letter soon.
d) It is important to study a business letter.
e) It is necessary to practice every day.
Scoring:
 Task 1
Correct answer scores 1
Wrong answer scores 0
Maximal score: 20
 Task 2:
Score: correct answer x 2
Maximal score: 10
 Task 3:
The answers will be scored based on the following criteria:
 Grammar and diction correct score: 10
 Grammar correct, diction incorrect score: 5-10
 Grammar incorrect, diction correct score: 5-10
 Grammar and diction incorrect score: 1
Maximal score: 10
Final score = task 1 + task 2 + task 3 =10
4
Muara Bungo, Juli 2015

Acknowledged by,
The Principal of

LESSON PLAN

Subject : English
Meeting : 10, 11, 12

Basic Competency : 2.2 Taking a note of simple messages either in direct interaction or
using media.
Indicator:
 Telephone call messages are written correctly.
 Messages received dirrectly are written correctly.
1. Express and respond the expressions of telephone handling.
2. Taking a note of simple messages received by telephone.
3. Taking a note of simple messages based on direct communication.
4. Compose sentences using Adjactive Clause correctly.
5. Wite sentences using Personal Pronun correctly.
1. Expressions dealing with telephone conversations
 Who is speaking, please?
 Sorry, the line is engaged
 Ok, I’ll put you through
 Hold on, please.
 One moment, please
2. Reported speech
 He said that you had to pay for the tickets
 He asked you to pay for the tickets.
 He wanted to know if you would be available in the afternoon.
 He wanted to know where you put his umbrella.
3. Adjective Clause
e.g. Do you know the staff who will be promoted our new division manager?
4. Personal pronouns
Possessive Possessive Reflexive
No Subject Object
adjective pronoun pronoun
1 I me My mine myself
2 we us Our ours ourselves
3 you you your yours yourself
4 you you your yours yourselves
5 she her Her hers herself
6 he him His his himself
7 it it Its its itself
8 they them their theirs themselves
2. Role play
3. Discussion
4. Lecturing
1. Meeting 10
1) Pre-teaching:
6) Salutation
8) Apperception
9) Orientation
10) Motivation
2) While-teaching:
1) Exploration
a) Students read a dialogue containing telephone conversation.
b) Students are introduced to words and expressions used in telephone conversation.
c) Students are invited to identify the expressions when making a phone call or
receiving a phone call
d) Students are introduced to the structure of reported speech.
2) Elaboration
a) Students are requested to make a group consists of ten students each.
b) Each group is requested to write a dialogue (telephone conversation)
c) A student represents his group reading the dialogue.
d) Other groups write the messages contained in the conversation
3) Confirmation
a) Students are requested to compose their own reported speech
b) Teacher gives comment and correction
3) Post-teaching
2. Meeting 11
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. Whilst-teaching:
1) Exploration
a) Students are introduced to Personal Pronoun
b) Students are requested to read a text containing personal pronoun.
c) Students are invited to recognize any personal pronoun in the text given.
2) Elaboration
a) Students are requested to compose sentences using personal pronoun.
b) A student is chosen randomly to write his sentence on the white board.
3) Confirmation
a) Teacher examines the structure of the sentence written by the students.
b) Teacher gives comment, correction and score
c. Post-teaching
3) Teacher gives a homework
3. Meeting 12
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
1) Exploration
a) Students are introduced to the construction of Adjective Clause
b) Students are requested to read a text containing Adjective Clause structure.
c) Students are invited to recognize any Adjective Clause in the text given.
2) Elaboration
a) Students are requested to compose sentences using Adjective Clause structure.
b) A student is choosen randomly to write his sentence on the white board.
3) Confirmation
a) Teacher examines the structure of the sentence written by the students.
b) Teacher gives comment, correction and score
c. Post-teaching
2. Books:
• Effective Communication (Elementary Level)
• The Universe of English (book 2)
F. Evaluation
Task 1
In pairs, make a short conversation about handling a telephone in the following situation.
a. You make a call with the receptionist, that you want to book a room in the hotel.
b. The receptionist offers you to choose the room you want.
c. There are single rooms and double rooms.
Task 2
Change the folowing direct sentences into indirect sentences.
a. Susi said,”My friend want to invite you to the party.”
b. Dony says to us,”I can’t do the jobs with you.”
c. He said to him,”You didn’t call me last night.”
d. She said,”I wish I passed my examination.”
e. He said,”I was studying when the lamp went out.”
Task 3
Change the following questions to be reported speech.
1. ”Don’t you like what I have given you?”
She asked me if ........................................
2. ”Are you going to check the work tomorrow?”
He asked him if ........................................
3. ”Can you tell me what time the meeting will be started?”
He asked me if .........................................
4. ”Shall we reach the top of the hill in time?”
They wondered if .....................................
5. “Do you think I am liying?”
He asked her whether ..............................
Task 4
Choose the statements provided to suit the blank spaces in the following dialogue.
Receptionist : Receptionist. (1)__________
Caller : Sure. My name is Hendrik.
(2)__________
Receptionist : Certainly, Sir.
Caller : (3) __________
Ask him to phone this evening
Receptionist : (4) __________
Caller : 749708
Receptionist : Thank you, Sir.
a. Your phone number, please.
b. Can I help you?
c. Can you give a message to Mr.Andreas?
d. Tell him everything is all right.
e. Could you help me, please?
Task 5
Change the pronouns in the brackets in the right form!
1. Toni and (my) will give the reason why (our) are angry with him.
2. Don’t forget to call (I) brother and (I) at 5 o’clock p.m.!
3. Rina asks (my),”Why don’t (your) tell (we) about (they) problems”
4. He said that all of (we) would be successful.
5. The teacher will ask (I) and you to buy some beverage.
Answers and Scoring :
Task 1
Maximal score: 10
Task 2
a. Susi said that her friend wanted to invite me to the party.
b. Dony said that he couldn’t do the jobs with us
c. He said that someone had not called him the previous night.
d. She said that she wished she had passed her examination.
e. He said that he had been studying when the lamp had gone out.
Score: Correct answer X 2
Maximal score: 10
Task 3
1. She asked me if I liked what she had given to me
2. He asked him if I was going to check the work tomorrow
3. He asked me if I could tell him what time the meeting would be started
4. They wondered if they would reach the top of the hill in time
5. He asked her whether he was liying
Maximal score: 10
Task 4
1. b
2. c
3. d
4. a
Maximal score: 10
Task 5
1. me – we
2. my – me
3. me – you – us – their
4. us
5. me
Maximal score: 10
Final score = 2 x (task 1 + task 2 + task 3 + task 4 + task 5)
Maximal score = 100

The Principal of

LESSON PLAN

Subject : English
Meeting : 14, 15, 16,

Basic Competency : 2.3 Describing one’s job and education background in written and
spoken.
Indicator:
 Verb in Simple Present Tense is used correctly for explaining one’s job and profession
 Expression is used appropriately to de scribe facts and figures based on the data given.
By the end of the course, students will be able to:
1. Comprehend the use of verb in Simple Present Tense to describe one’s job and profession
2. Comprehend the use of various expression to describe facts and figures based on the data
B. Learning Objectives
1. Simple Present tense
 Pattern:
 S + to be (is, am, are) + O
 S + V1 + O
 Examples
a. (+) He is a teacher in my school
(–) He is not a teacher in my school
(?) Is he a teacher in my school?
b. (+) He goes to school every day.
(–) He does not go to school every day.
(?) Does he go to school every day?
2. Telling about people’s job using the Simple present tense:
- A cook prepares food.
- Pilots fly airplanes.
3. Expressing facts and figures :

- The graph shows that population growth has been high this last decade.
- The latest data show that about three billion rupiahs have been spent for the
construction of the factory.
4. Comparative & Superlative Adjectives
 Rule 1: Add ‘er'/‘est' for one-syllable adjectives: longer, smaller, the highest
 Rule 2: Add ‘more' / ‘less' or ‘the most' / ‘the least' for three syllable adjectives or
longer: less expensive, the most dangerous
 Rule 3: Most two-syllable adjectives require ‘more' / ‘less' / ‘the most' / ‘the least':
more stressful
 Rule 4: Two-syllable adjectives ending in ‘y' require ‘ier' / ‘iest' : noisier, noisy
 Rule 5: Adjectives ending in a single vowel and a single consonant require the final
consonant to be doubled: big , the biggest, fat, fatter
2. Role play
3. Discussion
4. Lecturing
4. Meeting 14
d. Pre-teaching:
6) Salutation
8) Apperception
9) Orientation
10) Motivation
e. While-teaching:
4) Exploration
d) Teacher asks students about the weather nowadays.
e) Students are introduced to the way expressing facts
f) Students are introduced to the structure of Simple Future Tense
5) Elaboration
c) Students are requested to compose sentences using the structure of Simple
Present Tense.
d) Some students are chosen randomly to write their sentence on the white board.
e) Some others are invited to evaluate and give correction if needed.
6) Confirmation
a) Students are requested to a sort essay about the climate change happened in
Indonesia.
b) Students’ essays must be submitted to the teacher.
c) Teacher gives comment, correction and score.
Post-teaching
Teacher concludes the meeting
Teacher opens a question-answer session
Teacher gives a slight description about the subject matter for the next meeting
5. Meeting 15
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
Exploration
a. Teacher delivers some questions dealing with certain occupation.
b. Students are introduced to the use of verb in simple present tense.
c. Students are introduced to expressions for describing someone’s profession.
Elaboration
a. Students are requested to write their own sentence using the construction of Simple
Present Tense.
b. Teacher chooses students, randomly, to write their sentence on the white board.
c. The other students are encouraged to evaluate the sentences and give correction if needed.
Confirmation
a. Students are requested to describe some occupations
b. Teacher gives comment and correction
Post-teaching
6. Meeting 16
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
1) Exploration
a) Teacher gives a diagram dealing with statistics
b) Students are introduced to expression for describing facts and figures.
c) Students are introduced to the technique of reading graphs
2) Elaboration
a) Students fill the gaps while listening from the speaker.
b) Students use the gaps and the words in the box to complete the sentences through
listening.
c) Students interpret data based on the graph given
d) Students present the paragraph in front of the class
3) Confirmation
a) The students look at the table and use the information to match the first halves of
the sentences.
b) Teacher gives comment and correction
c. Post-teaching
4. Books:
F. Evaluation
Task 1
Describe the following occupations!
1. Pilots
2. Photographer
3. Electrician
4. Computer programmer
5. TV or radio service technician
Task 2
Change these sentences into the right form according to the sign!
1. (+) Bali is a splendid island.
(?) ..........................................................
2. (–) I don’t really like golf.
(?) ..........................................................
3. (+) She swims very fast.
(–) ..........................................................
4. (?) Does your father have a new car?
(+) .........................................................
5. (?) Are there many souvenirs stalls?
(–) ..........................................................
Task 3
Fill in the gaps in the text which follows, using the correct form (superlative or comparative)
of these words
53
45
37 36
30
25 27 28
21
The chart shows the educational achievements of homeless people in America

(divided into those in families and single homeless people) compared to those of
all US adults, for the year 1997. The (1) _ worst___ educational attainment was
for homeless people in families (53% with less than a high-school diploma),
(2)_________ the (3) ________ results were for all US adults (45% or more
with a high-school diploma). Single homeless people were (4) ___________
than those in families: the percentage of single homeless without a high-school
diploma was much (5) _________ than for homeless people in families (37%
compared to 53%), (6)________ the percentage having only high-school
diplomas was much (7) _________ (36% compared to 21%). Having said this,
similar percentages of homeless people in families and single homeless people
had more than a high-school diploma: 27% and 28% respectively. In sum, it is
clear that homeless people had (8)_______ educational attainments than US
adults as a whole, and that homeless people in families had (9) ________ levels
of achievement than single homeless.
Answer and scoring:

Task 1
Maximal score: 10
Task 2
1. Is Bali a splendid island?
2. Do I really like golf?
3. She does not swim very fast.
4. Your father has a new car.
5. There are many souvenirs stalls.
Scoring: Correct answer scores 2
Maximal Score: 10 x 2 = 20
Task 3
1. Worst
2. While
3. Best
4. More successful
5. Lower (or worse)
6. While
7. Higher
8. Worse (or lower)
9. Worse (or lower)
Final scoring = activity I + activity II + activity III
4
Maximal score: 10

The Principal of

LESSON PLAN
(Rencana Pelaksanaan Pembelajaraan)

Subject : English
Meeting : 17, 18
Basic Competency : 2.3 Describing one’s job and education background in written and
spoken.
Indicator:
 Expression about past activity is expressed correctly.
 Simple Curriculum Vitae is written correctly.
1. Express and respond the expressions about Past Events
2. Compose a simple Curriculum Vitae
1. Simple Past Tense
 Sentence Pattern:
Nominal
(+) S + was/ were + O
(–) S + was/ were + not + O
(?) was/ were + S + O + ?
Verbal:
(+) S + V2 + O
(–) S + did not + V1 + O
(?) Did + S + V1 + O + ?
 Function:
To say that something happened in the earlier period. The action was started and
finished at a certain time in the past.
 Examples:
1. I was a teacher
2. They were students in this school.
3. Ali went to Jakarta yesterday.
4. He did not come to the meeting this morning.
5. Did she buy a new car last week?
 Required adverb of time
 yesterday
 last week
 last . . . .
 a week ago
 two years ago
 . . . . . . . . . ago
 this morning
 just now
2. Words and expressions used in talking about Past Events;
 What happened to the computer, Don?
 We got a paper jam in the printer, Sir.
3. Telling about people’s educational background using the Simple past tense.
 She graduated from SMKN 8 Bandung.
 The new secretary learned shorthand at the college.
4. An example of curriculum vitae
CURRICULUM VITAE
Personal Details
Full Name : Florentina Putri
Sex : Female
Place, Date of Birth : Probolinggo, August 5, 1979
Nationality : Indonesia
Marital Status : Married
Height, Weight : 165 cm, 53 kg
Health : Perfect
Religion : Moslem
Address : Perum Depok Baru 1, Blok ZT No.3, Cibinong 16913
Mobile : 0817 9854 203
Phone : 021 - 87903802
E-mail : putri.flo@gmail.com
Educational Background
1985 - 1991 : Gajahmada Elementary School, Probolinggo
1991 - 1994 : Junior High School No.1, Probolinggo
1994 - 1997 : Senior High School No.1, Probolinggo
1997 - 2001 : Accounting Department at the University of Pancasila, Jakarta
Course & Education

1998 - 1999 : Computer & Internet Course at Puskom Gilland Ganesha, Jakarta
1999 - 2002 : English Language Course at LBA Gilland Ganesha, Jakarta
2004 - 2004 : Tax Course (Brevet A & B) di FAIUP, Jakarta
Qualifications
Accounting & Administration Skills (Journal Printing & Calculation, Ledger, Petty Cash
Payroll & Calculation, Inventory Controls, Project Data Updating, Teller, Salary Caldulation).
Taxation System.
Computer Literate (MS Word, MS Excel, MS Power Point, MS Access, MS Outlook).
Internet Literate.
Cibinong, January 12, 2008
Florentina Putri
2. Role play
3. Discussion
4. Lecturing
1. Meeting 17
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
4) Exploration
e) Teacher talks about his past activities.
f) Teacher delivers questions about students’ past activities.
g) Students are introduced to the structure of Simple Past Tense.
h) Students are requested to put the correct verb into the sentence given.
5) Elaboration
a) Students are requested to write their own sentence using the construction of
Simple Past Tense.
b) Teacher chooses students, randomly, to write their sentence on the white board.
c) The other students are encouraged to evaluate the sentences and give correction
if needed.
6) Confirmation
a) Students are requested to write their past activities in less than five sentences.
b) Students are invited to read their essay in front of the class.
c) Teacher gives comment and correction.
c. Post-teaching
2. Meeting 18
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
Exploration
a. Teacher delivers questions about the requirements to apply for a job.
b. Students are introduced to the composition of Curriculum Vitae.
c. Teacher explains the way to write an educational background correctly.
Elaboration
a. Teacher shows an example of Curriculum Vitae written in English.
b. Students are requested to write their own educational background using simple past tense
correctly.
c. Teacher invites some students to write it down on the white board, then; other students are
invited to give comment or correction.
Confirmation
a. Students are requested to write their own Curriculum Vitae
b. Teacher gives comment and correction.
Post-teaching
2. Books:
F. Evaluation
Task 1: Complete the text using the words in the box!
(1) (2)
A shepherd boy was after his sheep on the hill. He was bored so he
“Wolf! Wolf!” Then he (3)
all the people ran up to the hill. He (4)
them. “Where’s the
wolf? Where’s the wolf?” the people (5)
“It ran away!” the boy said. Next day he (6)
the
game like the first day on the third day, a wolf came, so he (7)
“Wolf! Wolf!” The people in
the town (8)
him, but they said, “It isn’t true”. “He’s bored. He (9)
to see us run up the
hill”. So the wolf (10)
the sheep and the boy.
a. laughed c. played e. looking g. watched i. wanted
b. asked d. cried f. shouted h. heard j. ate
Task 2: Change the sentences into the right sign!

1. (+) The naughty boys played truant yesterday morning.
(?) ......................................................................................
2. (+) There was a student show at Maladi Stadium last night.
(–) ......................................................................................
3. (–) They didn’t attend the school meeting.
(+) ......................................................................................
4. (?) Did your father buy a new car?
(–) ......................................................................................
5. (?) Did the teacher give him a prize?
(+) .....................................................................................
Task 3: Write your own Curriculum Vitae!
Answer and scoring:
Activity I
1. Looking 6. Played
2. Shouted 7. Heard
3. Watched 8. Cried
4. Laughed 9. Wanted
5. Asked 10. Ate
Task 2
1. Did the naughty boys play truant yesterday morning?
2. There was no a student show at Maladi Stadium last night.
3. They attended the school meeting.
4. Your father didn’t buy a new car?
5. The teacher gave him a prize?
Task 3
Maximal score: 10
Final scoring = activity I + activity II + activity III
4
Maximal score: 10
The Principal of

LESSON PLAN

Subject : English
Meeting : 19, 20, 21

Basic Competency : 2.4 Talking about activities in the past and actions plan in the future.
Indicator:
 Expression about past events is expressed correctly
 Telling job in past and job planning in the future
3. Express the utterances about past events correctly
4. Compose sentences about past events correctly
 Past Continuous Tense
Function : To say that somebody was in the middle of doing something at a certain time.
The action or situation had already started before this time but had not
finished.
Pattern : S + was/were + Verb-ing + O
Examples : I was walking home when I met David
What were you doing at 10 o’clock last night?
When we arrived, he was cooking Mexican food.
When the solar eclipse happened, we were watching TV.
 Simple Future Tense
Function : To say that something is going to happen in the future or something what we
have arranged to do.
Pattern : S + shall/will + Verb I + O
S + be + going to + Verb I + O
Examples : Susy will buy a new dress tomorrow.
We are going to visit our friend at the hospital tonight.
 Future Continuous Tense
Function : To say that somebody will be in the middle of doing something at a certain
time in the future.
Pattern : S + shall/will + be + Verb I + ing + O
Examples : (+) we shall be going to Medan next week
(–) we shall not be going to Medan next week
(?) Shall we be going to Medan next week?
2. Role play
3. Discussion
4. Lecturing
7. Meeting 19
- Pre-teaching:
Salutation
Checking student’s attendance
Apperception
Orientation
Motivation
- While-teaching:
Exploration
a. Teacher talks about his past activities.
b. Teacher delivers questions about students’ past activities.
c. Students are introduced to the structure of Past Continuous Tense.
d. Students are requested to put the correct verb into the sentence given.
Elaboration
a. Students are requested to write their own sentence using the construction of Past
Continuous Tense.
b. Teacher choose students, randomly, to write their sentence on the white board.
c. The other students are encouraged to evaluate the sentences and give correction if needed.
Confirmation
a. Students are requested to write their past activities in less than five sentences.
b. Students are invited to read their essay in front of the class.
c. Teacher gives comment and correction.
4) Post-teaching
a. Teacher concludes the meeting
b. Teacher opens a question-answer session
c. Teacher gives a slight description about the subject matter for the next meeting
8. Meeting 20
Pre-teaching:
1. Salutation
2. Checking student’s attendance
3. Apperception

4. Orientation
 Motivation
While-teaching:
Exploration
a. Teacher delivers an open question about students’ plan.
b. Students are introduced to the structure of Simple Future Tense
Elaboration
a. Students are requested to compose sentences using the structure of Simple Future Tense.
b. Some students are chosen randomly to write their sentence on the white board.
c. Some others are invited to evaluate and give correction if needed.
Confirmation
a. Students are requested to write their plan on a piece of paper.
Post-teaching
9. Meeting 21
Pre-teaching:
Salutation
Apperception
Orientation
Motivation
While-teaching:
Exploration
b. Students are introduced to the structure of Future Continuous Tense
Elaboration
a. Students are requested to compose sentences using the structure of Future Continuous
Tense.
Confirmation
Post-teaching

1. Media: board marker, white board
2. Books:
 Bring Me to the World of a Professional Worker (Book 2)
 Practical English Usage
 Global Access to the World of Work
 English for SMK (Ang-kasa)
F. Evaluation
Past Continuous
Put the verb into Past Continuous and Past Simple.
1. The instructor _________ (come) while we __________ (take) a rest.
2. When we _________ (go) out of the room, it ________ (rain) heavily.
3. He _______ (not/drive) fast when the accident __________ (happen).
4. The boys _____ (break) the window when they ______ (play) football.
5. We _______ (meet) Susan at the meeting. She _____ (wear) a red dress.
Simple Future
Change these sentences into negative and interrogative form
1. David will call you later.
: ..........................................................
? : .........................................................
2. She is going to hold a party tonight.
 : ..........................................................
? : ..........................................................
3. They will finish the assignment on time.
 : ..........................................................
? : ..........................................................
Future Continuous
Put the verb into Future Continuous
1. We shall be (go home) ______ at 11 o’clock tonight
2. I will be (watch) ______ football match this afternoon
3. Thomas will be (drive) _______ his car to Jakarta tomorrow.
4. I will be (take) _______ you out right on seven this morning.
Answer key:
Past Continuous
1. came, were taking
2. went, was raining
3. were not driving, happened
4. broke, were playing
5. met, was wearing
Simple Future
1.  : David will not call you later.
? : Will David call you later?
2.  : She is not going to hold a party tonight.
? : Is she going to hold a party tonight?
3.  : They will not finish the assignment on time.
? : Will they finish the assignment on time?
Future continuous
1. going home
2. watching
3. driving
4. taking
Scoring
Correct answer scores 1
Final score = correct answers x 2
3
Maximal score: 10

The Principal of

LESSON PLAN

Subject : English
Meeting : 22, 23, 24

Basic Competency : 2.4 Talking about activities in the past and actions plan in the future.
Indicator:
 Composing personal letter talking about past experiences or and plan for the future time
 Telling personal plan for the future
1. Express the utterances about future plan correctly
2. Compose sentences about future events correctly
3. Compose personal letter talking about past experiences or and personal plan for the future
time
B. Teaching Materials:
 Future Perfect Tense
Function :
To say that something is going to happen and will be finished in the future. The action
was already started at a certain time in the past.
Pattern :
S + shall/will + have + been + C
S + shall/will + have + Verb III + O
Examples :
We shall have been here until next Desember
The Police will have punished you next month
Heading consists of
 Personal leter ________ - The sender’s address
________ - Date
Salutation: ___________
Dear Sir, Mr/Ms ___________ ______________________
___________ ______________________
___________ ______________________
___________ ______________________
___________ ______________________
Closing used are:
___________ - Sincerely yours
Signature ___________ - With love
Sender’s name ___________ - Affection ally
2. Role play
3. Discussion
4. Lecturing
1. Meeting 22
Pre-teaching:
Salutation
Apperception
Orientation
Motivation
While-teaching:
Exploration
b. Students are introduced to the structure of Future Perfect Tense
Elaboration
a. Students are requested to compose sentences using the structure of Future Perfect Tense.
Confirmation
c. Teacher gives comment and correction
Post-teaching
3) Teacher closes the meeting
2. Meeting 23
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
Exploration
a. Teacher delivers an open question about students’ familiarity with personal letter.
b. Students are introduced to expressions used to talk about personal plan.
c. Students are introduced to the formation of personal letter.
Elaboration
a. Teacher gives an example of personal letter
b. Working in pair, students are supposed to send a letter to his friend.
c. Afterward, another student should reply the letter from his friend
Confirmation
a. Some students are requested to compose their own personal letter talking about personal
experiences or plan.
b. Teacher evaluates the letters, gives comment and score.
c. Post-teaching
3) Teacher closes the meeting
1. Media: board marker, white board
2. Books:
 Bring Me to the World of a Professional Worker (Book 2)
 Practical English Usage
 Global Access to the World of Work
F. Evaluation
I. Compose a personal letter as if you send it to your friend. It should contain your
experiences or plans.
II. Complete this conversation with WILL or the correct form of BE GOING TO
Andi : So you (1) ________ (buy) a new car.
Banu : Yes, my uncle left me some money in his will.
Andi : What kind of car (2) __________ you ______ (buy)?
Budi : Well, I want a four-wheel drive vehicle for rough roads. I (3) ________ (look at)
some now, actually.
Andi : If you wait a moment, (4)I ________ (give) you a lift.
Budi : Okay. I (5) _________ (meet) you outside.
Answer Key
I. The answers will be scored based on the following criteria:
Maximal score: 10
II.
1. are going to buy
2. will you buy?
3. I am going to look at
4. I will give
5. I will meet
Score : correct answer scores = 2
Maximal score 5 x 2 = 10
Scoring
Final score = exercise I + exercise II maximal score: 10
2

The Principal of

LESSON PLAN

Subject : English
Department : AK/ MM
Meeting : 29, 30, 31

Basic Competency : 2.5 Expressing feelings
Indicators :
 Expressions of invitation are applied and responded correctly
 Expressions of bargaining are expressed and responded correctly
 Expressions of certainty are expressed and respond correctly
 Expressions of compliments are applied and responded correctly
A. Learning Objectives:
1. Express and respond expressions of invitation, bargaining, certainty and complements.
2. Expressions of invitation, bargaining, certainty and complements are compossed correctly
INVITATION
Expressions used in giving invitation
 Do you want to …  Do you feel like
 Would you like to …  Would you mind
 If you’d like to … + V1  How about + Ving
 How would you like to …  How do you fancy
 I was wondering  I was wondering it
Expressions used in responding an invitation

Accepting an invitation Refusing an invitation
 Yes, I’d love to  I am sorry, I can’t.
 Yes, that would be nice  I’d love to, but (I have to finish my job).
 With pleasure  I’m afraid, I can’t
 Yes, thanks  Sorry, I’m busy
 I’m pleased/happy/glad to do that  That would be nice but …
BARGAINING
Expression used in bargaining Response of bargaining
 Can I bargain it?  I’m sorry. It’s a fixed price
 Can you give me a discount?  All right.
 It’s too expensive. How about …  That’s too low.
 What if I bargain …
 Is there any discount on it?
EXPRESSING CERTAINTY
Being sure.
-I'm sure / certain (that) (he will come / ...)
-There is no doubt about it.
-No doubt (you'd like to see your gift / ...)
-I certainly think / believe that (she was unhappy / ...)
-I'm positive on that point.
-I'm certain...
-It is obvious that ...
-That goes without saying.
-It's crystal clear.
-It's as sure as two and two make four.
Being less sure.
-I think so
-I think that ( they will be there by 6 / ...)
-I suppose so.
-I suppose / expect that ( it is the way to the bus stop /...)
-I believe that ( he is sick / ...)
-I assume (that ) (they did it / ...)
-It's more than probable that ...
-I wouldn't be surprised if ....
Being unsure.
-I'm not sure (that) ...
-I wonder if...
-I doubt if ...
-May be / perhaps (they're right / ...)
-It's very doubtful whether (he'll accept / ...)
-There's a little chance of ( arriving in time / ...)
-It isn't known for use ...
Not knowing.
-I don't think so.
-I don't think that (they will give her a ring / ...)
-I don't know / I've no idea / I wouldn't like to say (where it is).
-I haven't the faintest idea.
-Sorry, I can't tell you.
Construction of ‘used to’:
Used to + base form
Be/get + used to + ing form
Be/get accustomed to + ing form/noun phrase
C. Methods of Instruction :
Contextual Teaching and Learning (CTL) yang mencakup Inquiry (Menemukan),
(Questioning) Bertanya, Constructivism (Konstruksi), Learning Community (Kelompok
Belajar), Authentic Assesment (Penilaian sebenarnya), Modelling (Pemodelan), dan
Reflection (Refleksi).
D. Teaching Scenario :
1. Meeting 29
Pre-teaching:
Salutation
Apperception
Orientation
Motivation
While-teaching:
Exploration
a. Teacher delivers an open question about giving invitation.
b. Students are introduced to the expressions of invitation in English, either how to give or
how to respond.
c. Students are also introduced to the structure of “get + used to”.
Elaboration
a. Students are directed to compose their own invitation expression.
b. Teacher encourages students to compose a sentence using “used to”
c. Students are invited to write their work on the white board.
Confirmation
a. Students are requested to write an invitation and its respond based on the situation given.
b. Students are requested to complete the sentence with the correct verb.
Post-teaching
2. Meeting 30
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
1) Exploration
a) Teacher delivers an open question about bargaining.
b) Students are introduced to the expressions of bargaining
c) Students are also introduced to the expressions of certainty
2) Elaboration
a) Students invited to read the list of expressions about bargaining and use it to
make a dialogue in pair, as if they were a buyer and a seller.
b) Teacher explains various expressions of certainty including their meaning and
respose.
3) Confirmation
a) Students are requested to differenciate some expressions whether they belog to
sure, less sure, unsure, or not knowing.
b) Student’s job is evaluated and discussed in the class.
c. Post-teaching
3. Meeting 31
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
1) Exploration
a) Teacher delivers a compliment to students.
b) Students’ response is applied as an example of an Indonesian response to
compliment.
c) Students are introduced to the expressions of English compliments and how to
respond it correctly.
2) Elaboration
a) Students are encouraged to work in pair composing a sentence contains
compliment, and the correct response to it
b) Teacher gives some comments and correction if needed.
3) Confirmation
a) Students are requested to translate sentences contain compliments into English.
b) Student’s task must be completed individually.
c. Post-teaching

4. Books:
F. Evaluation
Task 1: Complete the dialogue using the words in the box!
A journalist is interviewing Lidya Lau, a young singer.
The journalist : Congratulations on your ……(1)……, Lidya.
Lidya : ……(2)…… I’m so happy.
The journalist : What is the ……(3)…… of your new album?
Lidya : Lao Zhi Zao jian Kang Ge.
The journalist : Can you tell me how many albums you have ……(4)……?
Lidya : Sure. I have four albums.
The journalist : I see. How old were you when you did the first one?
Lidya : I was four.
The journalist : Wow! ……(5)……!
Lidya : Yes, and I also want to tell you that I ……(6)…… an award from MURI as
the first child who ……(7)…… a Mandarin album in Indonesia.
The journalist : Well, once again ……(8)……, Lidya.
Lidya : Thanks so much.
 Fantastic – Congratulations – recorded – success

 title – received – launched – Thank you
Task 2: Create a dialogue based on the situation given!

1. Michael asks Susan to see West Life. Susan accepts it.
Michael : Would you like to see West Life concert in HI on Saturday evening?
Susan : ......................................................
2. Dony asks Susi to watch tennis match this afternoon, but Susi refuse because she is
busy.
Dony : .....................................................
Susy : .....................................................
3. There is a big discount in Matahari Department Store.
Intan asks Mira to go there for shopping and Mira agree.
Intan : ......................................................
Mira : ......................................................
4. Tiara will held a birthday party next Sunday morning, and she invites Rizky to come but
Rizky can’t come because he must go to his grandparents with his family.
Tiara : ......................................................
Rizky : ......................................................
5. The day is very hot. Tanjung asks her brother to have some drinks and her brother
agrees, because he is thirsty.
Tanjung : ......................................................
Aria : ......................................................
Task 3: Put the verbs in the brackets into the correct form.
1. Judy had to get used to _____ on the left. (drive)
2. When I was a child, I used to ______ swimming everyday. (go)
3. I’m the boss. I’m not used to _________ told what to do. (be)
4. You’ll have to get used to _______ less if you want to lose weight. (eat)
5. There used to ____ a cinema on this corner but it was knocked down.

The Principal of

LESSON PLAN

Subject : English
Meeting : 25, 26, 27, 28

Basic Competency : 2.5 Expressing feelings
Indicators :
 Expressions of asking and giving opinion are expressed and responded correctly
 Expressions of agreeing and disagreeing are expressed and responded correctly
1. Asking and giving opinion correctly
2. Responding opinion correctly
3. Expressing and responding to expressions of agreement and disagreement correctly
1. Stating an opinion
a. In my opinion... d. According to Lisa...
b. The way I see it... e. As far as I'm concerned...
c. If you want my honest opinion.... f. If you ask me...
2. Asking for an opinion
a. What's your idea? e. What do you think?
b. What are your thoughts on all of this? f. Do you agree?
c. How do you feel about that? g. Wouldn't you say?
d. Do you have anything to say about this?
3. Expressing agreement
a. I agree with you 100 percent. h. Exactly.
b. I couldn't agree with you more. i. I'm afraid I agree with James.
c. That's so true. j. I have to side with Dad on this one.
d. That's for sure. k. No doubt about it.
e. You're absolutely right. l. I suppose so / I guess so.
f. Absolutely. m. You have a point there.
g. That's exactly how I feel. n. I was just going to say that.
4. Expressing disagreement
a. I don't think so. f. I'd say the exact opposite.
b. No way. g. Not necessarily.
c. I'm afraid I disagree. h. That's not always true.
d. I totally disagree. i. That's not always the case.
e. I beg to differ. j. No, I'm not so sure about that.
5. Interruptions
a. Can I add something here? f. (after accidentally interrupting
b. Is it okay if I jump in for a second? someone) Sorry, go ahead. OR
c. If I might add something... Sorry, you were saying...
d. Can I throw my two cents in? g. (after being interrupted) You didn't
e. Sorry to interrupt, but... let me finish.
6. Settling an argument
a. Let's just move on, shall we?
b. Let's drop it.
c. I think we're going to have to agree to disagree.
7. (Sarcastic) Whatever you say. / If you say so.
8. The construction of Either and Neither
C. Methods of Instruction :
Contextual Teaching and Learning (CTL) yang mencakup Inquiry (Menemukan),
(Questioning) Bertanya, Constructivism (Konstruksi), Learning Community (Masyarakat
Belajar), Authentic Assesment (Penilaian sebenarnya), Modelling (Pemodelan), dan
Reflection (Refleksi).
D. Teaching Scenario :
1. Meeting 25
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
1) Exploration
a) Teacher asks students’ opinion about National Final Examination.
b) Students are invited to express their opinion.
c) Students are introduced to the expressions for giving and responding opinion.
2) Elaboration
a) Teacher delivers a topic to be discussed by students
b) Students are invited to express their opinion, and
c) Some others give comment or argument.
d) Students’ discussion is under teacher’s supervision.
3) Confirmation
a) Students are requested to write an opinion based on the topic given.
b) Students’ task is evaluated by teacher.
c. Post-teaching
2. Meeting 26
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
1) Exploration
a) Teacher asks students’ opinion about the increasing of petroleum prices.
b) Students are invited to express their argument.
c) Students are introduced to the expressions for giving arguments.
2) Elaboration
a) Teacher delivers a topic to be discussed by students
b) Students are invited to express their opinion, and
c) Some others give comment or argument.
d) Students’ discussion is under teacher’s supervision.
3) Confirmation
a) Students are requested to write their argument based on the situation given.
c. Post-teaching
3. Meeting 27
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
1) Exploration
a) Teacher asks students’ opinion about a certain topic.
b) Students are invited to state whether they are agree or disagree
c) Students are introduced to the expressions for agreeing and disagreeing.
2) Elaboration
a) Teacher gives some examples of sentence containing agree and disagree
b) Teacher elaborates the way how to express agreement and or disagreement
c) Students are invited to compose their own sentences using ‘the expression of
agreement and disagreement.
d) Teacher checks students’ work and gives correction if needed.
3) Confirmation
a) Students are requested to distinguish sentences given, whether they are included
to expression of agreement or disagreement.
c. Post-teaching
4. Meeting 28
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
1) Exploration
a) Teacher checks students’ understanding about construction of ‘either’ and
‘neither’.
b) Students are introduced to the construction of ‘either’ and ‘neither’.
2) Elaboration
a) Teacher gives some examples of sentence containing either and neither.
b) Teacher elaborates some forms of the construction of ‘either’ and ‘neither’.
c) Students are invited to compose their own sentences using ‘either-neither’.
d) Teacher checks students’ work and gives correction if needed.
3) Confirmation
a) Students are requested to translate some sentences containing ‘either’ and
‘neither’.
c. Post-teaching

2. Books:
F. Evaluation
1. Indonesia is very dirty nowadays. Indonesian don’t like to clean their environment and it
costs flood everywhere. And they also careless to every roles. Give your opinion about the
sentences.
2. Make an argument based on the following sentence:
Studying in Senior High School has more benefits in entering higher education

The Principal of

LESSON PLAN

Subject : English
Meeting : 33, 34, 35, 36, 37

Basic Competency : 2.6 Comprehending simple instructions
Indicators :
 Expressions of necessity and obligation are applied correctly
 Expressions of giving suggestion and advice are expressed correctly
 Expressions of convincing and persuading are applied correctly
 Simple instruction or manual is expressed correctly.
G. Learning Objectives:
3. Express necessity, suggestion, advice, and convincing correctly.
4. Express simple instruction or manual correctly.
H. Teaching Materials:
 Expressions used in describing processes:
- First, ...
- Next, ...
- Then...
- Finally...
 Expressions of necessity and obligation:
Necessity and Obligation
These words express necessity or obligation. They usually indicate that someone else has
imposed conditions on us.
 Have to / Has to / Had to
 Be expected to
Example:
 I have to take out the garbage. (It’s something I must do now. My mother
told me to do it.)
 I am expected to take out the garbage. (It’s a regular responsibility, a daily
chore that my parents have given me.)
 Asking for suggestion or advice
 Why is Toto late? Have you any idea?
 What would you suggest that I should do?
 What would you suggest?
 What would you recommend?
 Why don’t you go to the workshop?
 Giving suggestion or idea
 I suggest that you should (take the job).
 You should (take the job).
 I’d recommend you should (take the job).
 If I were you, I would (study at home).
 That’s a good idea.
Notes:
 Should is used to express obligation.
 Another form similar to ‘should’ which is also often used is had better.
 Must is used to express compulsion (harus/wajib).
e.g. Everybody must eat to live.
 Must is used to express certain deduction (kesimpulan yang pasti).
e.g. We are late, the teacher must be angry.
 Expressions used in persuading and convincing:
 Why don’t you try our special drink bandrek to warm up your body?
 If I were you, I would …
 I’m sure you are on the right track.
 I bet you could do it.
I. Methods of Instruction :
J. Teaching Scenario :
4. Meeting 33
Pre-teaching:
Salutation
Apperception
Orientation
Motivation
While-teaching:
Exploration
a. Teacher delivers an open question about giving suggestion.
b. Students are introduced to the expressions of giving suggestion
Elaboration
a. Teacher provides a certain condition or topic to be discussed.
b. Teacher encourages students to give suggestion about the condition.
c. Students are invited to write their suggestion on the white board.
d. Teacher invites three to five students to give suggestion.
Confirmation
a. Teacher provides a sentence or a situation.
b. Students are requested to write suggestion or advice for a situation given.
Post-teaching
5. Meeting 34
Pre-teaching:
Salutation
Apperception
Orientation
Motivation
d. While-teaching:
Exploration
a. Teacher delivers an open question about modals.
b. Students are introduced to the expressions of advice using modals
c. Students are introduced to the use of modals; can, could, may, might, should, ought to,
shall, and will
Elaboration
a. Teacher explains basic modals as well as provides some examples.
b. The use of modals are associated with giving advice or suggestion.
Confirmation
a. Students are requested to complete the sentence with the appropriate modal.
b. Student’s job is evaluated and scored by the teacher.
Post-teaching
6. Meeting 35
Pre-teaching:
Salutation
Apperception
Orientation
Motivation
While-teaching:
Exploration
a. Teacher delivers an open question about convincing or persuading someone.
b. Students are introduced to the expressions of convincing or persuading.
Elaboration
a. Students are encouraged to work in pair composing a sentence contains convincing or
persuading.
b. Teacher gives some comments and correction if needed.
Confirmation
a. Students are requested to translate sentences contain convincing or persuading into
English.
b. Student’s task must be completed individually.
Post-teaching
7. Meeting 36
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
Exploration
a. Teacher delivers an open question about necessity or obligation as a student.
b. Students’ response is used as the example of expressing necessity or obligation.
c. Students are introduced to the expressions of necessity or obligation.
d. Students are introduced to the use of “have/ has/ had to” and “Be expected to” to express
obligation.
Elaboration
a. Students are encouraged to work in pair composing a sentence contains “have/ has/ had
to” and “Be expected to” to express obligation.
b. Teacher gives some comments and correction if needed.
Confirmation
a. Students are requested to complete sentences with “have/ has/ had to” or “Be expected to”
to express obligation.
Post-teaching
8. Meeting 37
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
Exploration
a. Teacher delivers an open question about the process of operating or assembling
something.
b. Students are introduced to the expressions for describing process.
Elaboration
a. Teacher gives example in describing process
b. Students are encouraged to work in pairs describing the process of making a phone call.
c. Teacher gives some comments and correction if needed.
Confirmation
a. Students are requested to write the process of “How to take off a tyre”
Post-teaching
K. Required Books and Media

6. Books:
L. Evaluation
Task 1:
Describe the process of the following jobs:
1. Sending SMS
2. Saving a new number in he cellphone
Task 2:
Give your opinion and sugestion about the sentence below:
The necessity life-skills in the real world
Task 3
1. Put these instructions intoa correct order!
How to take off a tyre:
 Lift/car
 Loosen and remove/wheel nuts
 Take the tyre off/wheel
 Pick up/spanner
 Put jack/under car
2. What would you say as an advice, if......................
a. your friend gets a headache?
b. your friend skips the class always?
c. your friends have a fight?
Task 3
Complete the following sentences with one of the following words:
can | could | may | might | should | ought to | shall | will
1. The article stated that he ___________ read at the age of three.
2. You ____________ take a sweater in case it gets cold.
3. It's going to rain all afternoon. ___________ we go to the cinema?
4. Scott ________ be 21 at the end of the month.
5. Julie said they traffic was heavy, so she ___________ be late for the meeting.
6. You look a bit confused. ________ I help you?
7. You stole a CD from a friend? You _____________ be ashamed of yourself!
8. I don't know the meaning of this word. _______ I borrow your dictionary?

The Principal of

LESSON PLAN

Subject : English
Meeting : 39, 40

Basic Competency : 2.7 Making short messages, direction and list using a receive diction,
spelling and grammar.
Indicators :
 Short messages, direction and list are compossed using a correct diction.
 The conclusion of a conversation is written in the form of short messages, direction and list.
1. Composing short messages, direction and list using a correct diction.
2. Writing short messages, direction and list based on the conclusion of a conversation.
 Short massage
* Samples of short messages, directory, and lists.
* Content, punctuation, and spelling.
 The passiveand active voice
When we say that people and things “do”, When we say what happens to people and things – what is
we use active verb forms done to them
ACTIVE PASSIVE
Dani writes an application letter An application letter is written (by Dani)
Dani is writing an application letter An application letter is being written (by Dani)
Dani wrote an application letter An application letter was written (by Dani)
Dani has writen an application letter An application letter has been written (by Dani)
Dani had writen an application letter An application letter had been written (by Dani)
Dani will write an application letter An application letter will be written (by Dani)
Dani was writing an application letter An application letter is going to be written (by Dani)
C. Methods of Instruction:
D. Teaching Scenario:
1. Meeting 39
Pre-teaching:
Salutation
Apperception
Orientation
Motivation
While-teaching:
Exploration
a. Teacher delivers an example of short message
b. Students are introduced to the function of short message
c. Students are introduced to the composition of short message
Elaboration
a. Students are directed toward drawing conclusion of a conversation
b. Students are requested to work in-group converting the conclusion into a short message.
Confirmation
a. Students are invited to read a dialogue.
b. Students are requested to draw a conclusion based on the dialogue.
c. Students are requested to work individually converting the conclusion into a short
message.
Post-teaching
Teacher gives some home works
2. Meeting 40
a. Pre-teaching:
1) Salutation
3) Apperception
4) Orientation
5) Motivation
b. While-teaching:
Exploration
a. Teacher delivers an example of Active/ Passive Voice
b. Students are introduced to the function of Active/ Passive Voice
c. Students are introduced to the composition of Active/ Passive Voice
Elaboration
a. Students are invited to do exercise composing their own Active/ Passive sentences
b. Some students are chosen randomly to write their sentences on the white board.
Confirmation
a. Teacher provides incomplete active/ passive sentences.
b. Students are requested to change active voice into passive voice.
Post-teaching
3) Teacher gives some home works

8. Books:
F. Evaluation
1. Oral test
Expressing messages orally
2. Written test
a. Composing messages derived from a conversation
b. Composing Active/ Passive sentences

The Principal of
Ir. Dedi Sefriadi Regina. L.Sihombing, SS

RPP SMK Xi

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LESSON PLAN

(Rencana Pelaksanaan Pembelajaran)

School : SMK SETIH SETIO 2 MUARA BUNGO

Standard of Competency : Communicating English at Elementary Level

Ir. Dedi Sefriadi Regina. L. Sihombing, SS

School : SMK SETIH SETIO 2 MUARA BUNGO

Standard of Competency : Communicating English at Elementary Level

Muara Bungo, Juli 2015

Ir. Dedi Sefriadi Regina. L. Sihombing, SS

School : SMK SETIH SETIO 2 MUARA BUNGO

Muara Bungo, Juli 2015

Ir. Dedi Sefriadi Regina. L. Sihombing, SS

School : SMK SETIH SETIO 2 MUARA BUNGO

Standard of Competency : Communicating English at Elementary Level

Acknowledged by, Muara Bungo, Juli 2015

Ir. Dedi Sefriadi Regina. L. Sihombing, SS

School : SMK SETIH SETIO 2 MUARA BUNGO

Standard of Competency : Communicating English at Elementary Level

3. Expressing facts and figures :

The chart shows the educational achievements of homeless people in America

Answer and scoring:

Acknowledged by, Muara Bungo, Juli 2015

Ir. Dedi Sefriadi Regina. L. Sihombing, SS

School : SMK SETIH SETIO 2 MUARA BUNGO

Course & Education

Cibinong, January 12, 2008

Task 2: Change the sentences into the right sign!

Ir. Dedi Sefriadi Regina. L. Sihombing, SS

School : SMK SETIH SETIO 2 MUARA BUNGO

Standard of Competency : Communicating English at Elementary Level

 Reviewing the previous study

E. Required Books and Media

Acknowledged by, Muara Bungo, Juli 2015

Ir. Dedi Sefriadi Regina. L. Sihombing, SS

School : SMK SETIH SETIO 2 MUARA BUNGO

Standard of Competency : Communicating English at Elementary Level

Acknowledged by, Muara Bungo, Juli 2015

Ir. Dedi Sefriadi Regina. L. Sihombing, SS

School : SMK SETIH SETIO 2 MUARA BUNGO

Standard of Competency : Communicating English at Elementary Level

Expressions used in responding an invitation

E. Required Books and Media

 Fantastic – Congratulations – recorded – success

Task 2: Create a dialogue based on the situation given!

Acknowledged by, Muara Bungo, Juli 2015

Ir. Dedi Sefriadi Regina. L. Sihombing, SS

School : SMK SETIH SETIO 2 MUARA BUNGO

Standard of Competency : Communicating English at Elementary Level

E. Required Books and Media

Acknowledged by, Muara Bungo, Juli 2015

Ir. Dedi Sefriadi Regina. L. Sihombing, SS

School : SMK SETIH SETIO 2 MUARA BUNGO

Standard of Competency : Communicating English at Elementary Level

K. Required Books and Media

Acknowledged by, Muara Bungo, Juli 2015

Ir. Dedi Sefriadi Regina. L. Sihombing, SS

School : SMK SETIH SETIO 2 MUARA BUNGO

Standard of Competency : Communicating English at Elementary Level

E. Required Books and Media

Acknowledged by, Muara Bungo, Juli 2015

Ir. Dedi Sefriadi Regina. L.Sihombing, SS

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