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Lesson Plan
PAG Fácil: Advanced Learning English 2 | 59

60 | PAG Fácil: Advanced Learning English 2
Lesson Plan 1
1. Subject Identity
a. School : .........................................
b. Class : XI
c. Semester : I
d. Program : Science and Social Science
e. Subject : English
f. Number of periods : 4 x 45’
2. Standard Competence
1. Listening
Understanding the meaning of transactional and interpersonal, official conversation and
sustainably of daily life context.
3. Listening
Understanding the meaning of short functional text and monolog of reports, narrative, and
analytical exposition of daily life context.
3. Basic Competence
1.1 Responding the meaning of transactional (to get things Done) and interpersonal (to
socialize) formal and sustainable conversation accurately and fluently and Understandably
of various spoken gambits of daily life context involving gambits of: asking and giving
opinion; expressing satisfaction and dissatisfaction.
3.2 Responding the meaning of monolog spoken text accurately, fluently, and understandably of
daily life context of: report, narrative, and analytical exposition texts.
4. Indicators
Dialog
1. Identifying the relation among the speakers.
2. Identifying the meaning gambits of expressing of asking and giving opinion; expressing
satisfaction and dissatisfaction
3. Identifying the situational context.
4. Responding to expressing of asking and giving opinion; expressing satisfaction and
dissatisfaction.
5. To complete the gaps with the correct expressions.
Monolog
1. Identifying the main idea of oral report text.
2. Identifying the descriptions of certain flora or fauna.
3. Identifying the specific in formations.
5. Objectives
At the end of the learning process the students are able:
 to complete the gaps with the correct expression asking and giving opinion; expressing
satisfaction and dissatisfaction.
 to answer the questions based on the conversation.
 to decide True or False the statements based on the monolog.
 to complete the gaps with the correct words while listening to a monolog.
6. Materials
 asking for opinion
e.g. A: What Doing you think about it?
B: I think it’s a good idea.
 giving opinion
e.g. A: I think this is great.
B: I think so too.
 expressing satisfaction
e.g. A: I can’t think of anything better.
B: Thank you for your compliment, Sir.
 Expressing dissatisfaction
e.g. A: I’m not happy about it.
B: Please give me a second chance, Sir.
Monolog
 Oral text of report text: Sun Flower and Orchid of Indonesia
7. Time Allotment
4 x 45’
8. Teaching Methods
Three phase Technique
9. Learning Activities
Session : 1. Dialog expresses: attitude, love, and sorrow
Time Character
No. Learning Activities
allotment Building
1. Pre activity 15’
- Asking and answering to begin the teaching and - Curiosity
learning process
2. While activity 60’

* -
Exploration
- Asking the students how they express of asking and
giving opinion; expressing satisfaction and
dissatisfaction.
- Setting a problem then asking the students to give Tolerance
their opinion.
Elaboration
- Listening to records of dialog of the transactional and
interpersonal conversation classically.
- Discussing characteristics gambits expressing asking Respect
and giving opinion; expressing satisfaction and
dissatisfaction.
- Discussing responses given to the conversation in Communicative
groups.
- Pronouncing the expressions of gambits expressing Good
asking and giving opinion; expressing satisfaction communication
and dissatisfaction correctly.
- Completing the gaps with the suitable expressions
they heard.
Confirmation
- Discussing the given answers. - Self-confidence
3. Post activity 15’

- Evaluating the teaching and learning process.
- Asking the students to have a project.

Session : 2. Monolog : report text
Time Character
allotment Building
learning process

Exploration
- Asking the students to mention flora and fauna that is - Tolerance
specific to Indonesia.
- Asking the students what specific descriptions of the - communicative
flora and fauna.
Elaboration
- Listening to a monolog, the students match the
description and the correct pictures.
- Completing the gaps while listening to a report text. - Respect
- Deciding the statements true or false based on the - Good
story listened. communication
Confirmation
- Discussing the specific descriptions of the flora and - Self-confidence
fauna discussed.
- Discussing character building from a report text.

- Evaluating the teaching and learning process
10. Evaluation
Technique: oral/ written test
Kind of instrument test: performance test
Technique: written test
Kind of instrument test: essay test/ multiple choice test
11. Learning Sources

 Textbook Fácil: Advanced Learning English 2
 Power point Fácil: Advanced Learning English 2
 Opportunity, Longman
 Language in Mind 2, Cambridge University Press
 Grammar for First Certificate, Cambridge
 Vocabulary for First Certificate, Cambridge
 www.thinkquest.org
 Cassettes and CDs
 The origin materials taken from papers and magazines.
Approved by ............., ..............................

Principal of ............................. English teacher
................................................ ............................................
NIP NIP

Lesson Plan 2
1. Subject Identity
a. School : ...........................................
b. Class : XI
c. Semester : I
2 Speaking
Reveal the meaning of transactional and interpersonal, official conversation and sustainably
of daily life context.
4 Speaking
Revealing the meaning of a transactional and interpersonal conversation formally and
sustainably of short functional text and monolog of narrative, spoof and hortatory exposition
of daily context.
3. Basic Competence
2.1 Revealing the meaning of transactional (to get things done) and interpersonal (to socialize)
formal and sustainable conversation accurately and fluently and understandably of various
spoken gambits of daily life context involving gambits of: asking and giving opinion;
expressing satisfaction and dissatisfaction
4.2 Revealing the meaning of monolog spoken text accurately, fluently, and understandably of
4. Indicators
Dialog
1. Using various utterances that express asking and giving opinion; expressing satisfaction and
dissatisfaction.
2. Responding to the expression of asking and giving opinion; expressing satisfaction and
dissatisfaction.
3. Performing a conversation of various expressions of asking and giving opinion; expressing
satisfaction and dissatisfaction.
Monolog
1. Using the simple present to deliver a report text.
5. Objectives
Dialog
 to perform the dialog using gambits of various expressions of asking and giving opinion;
expressing satisfaction and dissatisfaction.
 to answer the questions based on the dialogs.
Monolog
 to describe flora or fauna in detail.
6. Materials
 asking for opinion
e.g. A: What Doing you think about it?
B: I think it’s a good idea.

 giving opinion
e.g. A: I think this is great.
B: I think so too.
 expressing satisfaction
e.g. A: I can’t think of anything better.
B: Thank you for your compliment, Sir.
 Expressing dissatisfaction
e.g. A: I’m not happy about it.
B: Please give me a second chance, Sir.
Monolog
 Oral text of report text
7. Time Allotment
4 x 45’
8. Teaching Methods
Three phase technique
Session : 1. Dialog expresses of asking and giving opinion; expressing satisfaction and
dissatisfaction.
Time Character
allotment Building
learning process

* -
Exploration
- Asking when the students feel satisfied.
- Asking when the students feel dissatisfied. Tolerance
- Asking the students’ opinion of certain things.
Elaboration
- Performing dialog with partner - Respect
- Answering questions based on the dialog. - Communicative
- Completing the dialog with the correct expressions.
- Setting a condition, ask the students’ opinion of them
Confirmation
- Reading the statements and deducing the correct - Good
responses. communication

Session : 2. Monolog Announcement

Time Character
allotment Building
learning process
- Discussing the characteristics of an announcement Effort
text.

Exploration
- In group of four discussing what things should be - Respect
announce to the students.
- Preparing some pictures and written announcement.
Elaboration
- Reading an announcement of Bandung Zoo with - Self-direction
correct pronunciation.
- Delivering an announcement in front of the class.
Confirmation
- Composing an announcement and sharing to the class. Self-confidence

Session : 3. Monolog report text

Time Character
allotment Building
learning process
- Discussing the characteristics of a report text. Effort

Exploration
- In group of four discussing what specific features of - Respect
Panda.
- Preparing some pictures or descriptions related to
Panda.
Elaboration
- Delivering a report of flora or fauna. - Self-direction
Confirmation
- Questions and answer. Self-confidence

10. Evaluation


Approved by ...................., ……… .........

Principal of ................................, English Teacher
................................................... ..........................................
NIP NIP

Lesson Plan 3
1. Subject Identity
a. School : ..........................................
b. Class : XI
c. Semester : I
5. Reading
Understanding the short functional text and simple essay of report, narrative and analytical
exposition of daily life context and to access sciences.
3. Basic Competence
5.2 Responding the meaning and rhetorical stages of written essays accurately, fluently, and
understandably of daily life context and to access the sciences.
4. Indicators
1. Identifying the meaning of words of the reading text.
2. Identifying the meaning of sentences of the reading text
3. Identifying the main idea of a paragraph.
4. Identifying the rhetorical steps of the report text.
5. Identifying the specific information from the text.
5. Objectives
 to answer the questions of characteristic of a report text.
 to match the words and their meanings.
 to read for specific details.
 to complete the gaps of a paragraph with the correct words.
 to match the heading/ main idea with the correct paragraph.
6. Materials
The report texts
7. Time Allotment
4 x 45
8. Teaching Methods
Session : 1. Report text: Bullfrog and Komodo Dragon
Time Character
allotment Building
learning process

* -
Exploration
*
Discussing classification of animals. - Effort
- Writing characteristics of animals according to its - Respect
kind.

Elaboration
- Matching the words with the correct meanings. - Self-direction
- Completing the gaps with the correct words.
- Reading for details
Answering the questions for detail information.
Confirmation
- Discussing on the given answers. - Self-confidence

-
Session : 2. Report text: Flowers and A Cherry Blossom

Time Character
allotment Building
learning process

Exploration
- Discussing classification of plants. - Effort
- Writing characteristics of plants according to its kind. - Respect
- Answering the questions.
Elaboration
- Matching the words with the correct meanings.
- Reading for details. - Self-direction
Confirmation
- Discussing on the given answers. - Self-confidence

10. Evaluation


Approved by ...................., ……… .........
................................................... ..........................................
NIP NIP

Lesson Plan 4
1. Subject Identity
a. School : .............................................
b. Class : XI
c. Semester : I
6. Revealing the meaning of simple essay and short functional written text of report, narrative
and analytical exposition of daily life context.
3. Basic Competence
6.2 Revealing the meaning and rhetorical stages of written essays accurately, fluently, and
4. Indicators
1. Using the adjective phrase on writing a report text.
2. Using correct words to complete the passage of report text.
3. Producing report text.
5. Objectives
* to classify things under discussion.
* to write descriptions of things under discussion.
* to write a text draft of a report text.
* to produce a report text.
6. Materials
 Written text of report.
7. Time Allotment
4 x 45’
8. Teaching Methods
Session : 1. Report text
Time Character
allotment Building
learning process

* -
Exploration
* -
Discussing kind of birds. Challenge
Discussing famous fauna from Papua
Describing the specific fauna from Papua.
Elaboration
- Picking out the passive voice from the reading text. - Team work

- Completing the gaps with the correct form of present - Creativity and
form of the verbs. accuracy
Confirmation
- Question and answer.

Session : 2. Report text

Time Character
allotment Building
learning process
-
Exploration
- Completing the gaps with the correct words. - Challenge
- Elaboration
- Writing an outline of a text. - Creativity and
accuracy
- Developing paragraphs from a main idea
- Completing the draft based on the peer group
correction.
- Confirmation
- Publishing their works through the - Creativity and
www.thinkQuest.org accuracy
3. Post activity 15’ Team work

10. Evaluation


Approved by ...................., ……… .........
................................................... ..........................................
NIP NIP

Lesson Plan 5
1. Subject Identity
a. School : .............................................
b. Class : XI
c. Semester : I
1. Understanding the meaning of transactional and interpersonal, official conversation and
3. Understanding the meaning of short functional text and monolog of reports, narrative, and
3. Basic Competence
1.2 Responding the meaning of transactional (to get things Done) and interpersonal (to
socialize) formal and sustainable conversation accurately and fluently and understandably
of various spoken gambits of daily life context involving gambits of: asking for advice,
warning, giving permission and expressing relief, pain, and pleasure.
3.2 Responding the meaning of monolog spoken text accurately, fluently, and understandably
. of daily life context of: report, narrative, and analytical exposition texts
4. Indicators
Dialog
1. Identifying the meaning of asking for/ giving advice.
2. Identifying the meaning of expressing warning.
3. Identifying the meaning of giving permission.
Monolog
4. Identifying the characteristis of the story.
5. Identifying the complication of the text.
6. Identifying the resolution of the story.
5. Objectives
* to identify the meaning of an expressing asking for advice, warning, giving permission
* to identify the response to expressing asking for advice, warning, giving permission
* to decide True or False the statements based on the oral text.
* to complete the gaps while listening to an oral text.
6. Materials
 asking for/ giving advice
e.g. A: You’d better Doing it now.
B: I will.
 warning
e.g. A: Don’t forget to bring the food with you.
B: I won’t.
 giving permission
e.g. A: You may go.
B: You’re the best, Dad.
 Monolog: Narrative text

7. Time Allotment
4 x 45’
8. Teaching Methods
Session : 1. asking for advice, warning, and giving permission
Time Character
allotment Building
1. Pre activity 15’ -
learning process
-
2. While activity 60’ -
* -
Exploration -
*
Discussing when we have to give advice, warning Tolerance
and permission to someone.
Elaboration
- Showing the picture and the teacher asks what the - Communicative
students’ advice for it.
- Showing the pictures, and the teacher asks what does - Good
the man warn his friend communication
- Setting conditions the teacher asks what the best Respect
response for them.
Confirmation
they heard.

Session : 2. Narrative text

Time Character
allotment Building
learning process

Exploration
- Discussing why do cats and dog always fight. - Work hard
- Elaboration
- Listening to a spoken narrative, the students decide
whether the statements are True or False.
- Answering the questions based on the story they heard. - Achievement
- Discussing responses given to the conversation in
groups.
- Trust
Confirmation
- Completing the gaps with the suitable words. - Respect

10. Evaluation

Approved by ...................., ……… .........

................................................... ..........................................
NIP NIP

Lesson Plan 6
1. Subject Identity
a. School : ...........................................
b. Class : XI
c. Semester : I
2. Speaking
Revealing the meaning of transactional and interpersonal, official conversation and
4. Speaking
Reveal the meaning of short functional text and monolog of reports, narrative, and
3. Basic Competence
2.2 Revealing the meaning of transactional (to get things Done) and interpersonal (to socialize)
spoken gambits of daily life context involving gambits of asking for advice, warning,
giving permission and expressing relief, pain, and pleasure.
4. Indicators
Dialog
1. Practicing gambit of expressing asking for advice
2. Responding to expressing asking for advice.
3. Practicing gambit of expressing warning.
4. Responding to gambit expressing warning.
5. Practicing gambit of expressing giving permission
6. Responding to expression giving permission.
Monolog
1. Story telling/ puppet show.
5. Objectives
Dialog
 to reveal the meaning of an expressing asking for advice, warning, giving permission
 to respond to expression of asking for advice, warning, giving permission
 to do a roll play.
Monolog
 to deliver a story/ puppet show in front of the class
6. Materials
 asking for/ giving advice
e.g. A: You’d better Doing it now.
B: I will.
 warning
e.g. A: Don’t forget to bring the food with you.
B: I won’t.

 giving permission
e.g. A: You may go.
B: You’re the best, Dad.
 Monolog: Narrative text
7. Time Allotment
4x 45’
8. Teaching Methods
Session : 1. Expresses asking for advice, warning, giving permission
Time Character
allotment Building
learning process.

* -
Exploration
- Showing the pictures and expressions, asking what Work hard
expressions they are.
Elaboration
- Answering the questions based on the students - Achievement
experiences.
- Setting the situations, asking the students ‘advice for
them.
- Performing a dialog of asking for advice. - Trust
Confirmation
- Completing the gaps with the suitable expressions.


Time Character
allotment Building
learning process
-
Exploration
- Reading the story of The King of the Birds aloud. - Work hard
- Retelling the story they have just read.
- Elaboration
- Performing a story telling in front of the class. - Achievement
- Performing a puppet show of Three Little Pig
Confirmation
- Questions and answer - Trust

- Evaluating the teaching and learning process Respect
10. Evaluation

Approved by ...................., ……… .........

................................................... ..........................................
NIP NIP

Lesson Plan 7
1. Subject Identity
a. School : .............................................
b. Class : XI
c. Semester : I
5. Understanding the short functional text and simple essay of report, narrative and analytical
3. Basic Competence
4. Indicators
2. Identifying the orientation of the narrative.
3. Identifying the complication.
5. Identifying specific information of the text.
5. Objectives
* to identify some of written narrative text found at public places in groups.
* to read loudly a story with the correct pronunciation.
6. Materials
Narrative text.
7. Time Allotment
4 x 45’
8. Teaching Methods
Session : 1. Narrative text The Cock and the Pearl.
Time Character
allotment Building
- Asking and answering to begin the teaching and
learning process

* -
Exploration
*
Matching the pictures with the correct title of the Curiosity
story.
- Putting the title of the story in the table based on its
category.
Elaboration
- Matching the words with their meaning.

- Reading silently the written narrative text of The - Work hard
Cock and the Pearl.
- Completing the gaps with the correct words. - Achievement
Confirmation
- Question and answer. - Trust

Respect
Session : 2. Narrative text : The Ugly Duckling

Time Character
allotment Building
learning process

Exploration
- Asking and answering on narrative, by using the - Curiosity
pictures
- Filling the chart by its derivative words.
Elaboration
- Reading silently the written narrative text of ‘The Ugly - Work hard
Duckling’.
- Finding the specific information from the text.
- Finding the events of the story. - Achievement
Confirmation
- Discussing the moral value or character building of the - Trust
story of ‘The Ugly Duckling’.

10. Evaluation


Approved by ...................., ……… .........
................................................... ..........................................
NIP NIP

Lesson Plan 8
1. Subject Identity
a. School : ............................................
b. Class : XI
c. Semester : I
3. Basic Competence
4. Indicators
1. Using the Past tense on writing a narrative text.
2. Producing narrative text.
5. Objectives
 to produce a narrative text.
 to produce
6. Materials
Narrative text
7. Time Allotment
4 x 45’
8. Teaching Methods
Time Character
allotment Building
learning process
-
* -
Exploration
- Rearranging the jumbled paragraphs into correct - Work hard
order.
- Discussing the past tenses.
Elaboration
- Completing the gaps with correct words. - Achievement
- Rearranging the jumbled words into good order.
- Completing the text with the correct words. - Trust

Confirmation
- Doing the chain writing - Respect

Session : 2. Narrative text Little Riding Hood

Time Character
allotment Building
learning process

Exploration
- Discussing Adjective clause. - Work hard
- Discussing Noun Clause.
Elaboration
- Completing the gaps with the correct phrases. - Achievement
- Answering the question in reported speech. - Trust
- Completing the gaps with the correct sentences.
Confirmation
- Completing the story of ‘The Unlucky Si Belang’. - Respect

10. Evaluation

Approved by ...................., ……… .........

................................................... ..........................................
NIP NIP

Lesson Plan 9
1. Subject Identity
a. School : ...........................................
b. Class : XI
c. Semester : I
1. Understanding the meaning of transactional and interpersonal, official conversation and
3. Understanding the meaning of short functional text and monolog of reports, narrative, and
3. Basic Competence
1.2 Responding the meaning of transactional (to get things done) and interpersonal (to
socialize) formal and sustainable conversation accurately and fluently and understandably
of various spoken gambits of daily life context involving gambits of: asking for advice,
warning, giving permission and expressing relief, pain, and pleasure.
3.2 Responding the meaning of monolog spoken text accurately, fluently, and understandably
of daily life context of: report, narrative, and analytical exposition texts
4. Indicators
Dialog
1. Identifying the meaning of expressing relief
2. Identifying the meaning of expressing pain
3. Identifying the meaning of expressing pleasure
Monolog
1. Identifying the thesis of an oral hortatory exposition text.
2. Identifying the arguments.
3. Identifying the conclusion and suggestions.
5. Objectives
Dialog
 to respond of the expressions relief, pain, and pleasure.
 to complete the gaps with the correct words.
Monolog
 to match the picture with the correct short talk.
 to decide True or False to a given statement based on the monolog
6. Materials
Dialog
 expressing relief
e.g. A: I feel so relieved.
B: I can see that.
 expressing pain
e.g. A: Ouch! It hurts so much.
B: Oh, you poor thing.

 expressing pleasure
e.g. A: I’m so pleased.
B: I’m glad you like it.
Monolog
 Monolog of an analytical exposition text
 Greenhouse Earth
 The Effort to save the globe from global warming
7. Time Allotment
4 x 45’
8. Teaching Methods
Session : 1. Dialog expressing relief, pain, and pleasure.
Time Character
allotment Building
learning process.

* -
Exploration
- Discussing of expressing relief, pain, and pleasure. - Tolerance
Elaboration
- Listening to a short dialog, the students choose the - Communicative
expressions relief, pain, and pleasure.
- Listening to a short dialog, the students answer the
questions.
- While listening to a dialog, the students complete the Good
gaps with the correct expressions. communication
Confirmation
- Discussing the given answers. - Respect

- Evaluating the teaching and learning process.
Session : 2. Monolog of analytical exposition text

Time Character
allotment Building
learning process

Exploration
- Discussing about global warming. Tolerance
Elaboration
- Matching the pictures with the correct short talk.
- Completing the gaps while listening to a monolog Good

text. communication
- Deciding whether the statements are True or False
based on the oral text.
Confirmation
- Listening to a monolog of an e-mail, the students - Communicative
complete the gaps with the correct words.

10. Evaluation

Approved by ...................., ……… .........

................................................... ..........................................
NIP NIP

Lesson Plan 10
1. Subject Identity
a. School : .............................................
b. Class : XI
c. Semester : I
2. Revealing the meaning of transactional and interpersonal, official conversation and
4. Reveal the meaning of short functional text and monolog of reports, narrative, and
3. Basic Competence
2.2 Revealing the meaning of transactional (to get things done) and interpersonal (to socialize)
spoken gambits of daily life context involving gambits of asking for advice, warning,
giving permission and expressing relief, pain, and pleasure.
4.1 Revealing the meaning of short functional, formal and informal text accurately, fluently,
and understandably of various daily life context
4. Indicators
Dialog
1. Practicing gambit of expressing relief
2. Responding to expressing of relief
3. Practicing gambit of expressing pain.
4. Responding g to gambit expressing pain.
5. Practicing gambit of expressing giving pleasure.
6. Responding to expression pleasure.
Monolog
1. Doing the monolog of an analytical exposition.
Short Functional text

1. Delivering a topic of an oral short functional text.
5. Objectives
to express relief, pain, and pleasure.
 to Performing a monolog
 to deliver a short talk of Recycle at Your School
6. Materials
 expressing relief
e.g. A: I feel so relieved.
B: I can see that.
 expressing pain
e.g. A: Ouch! It hurts so much.
B: Oh, you poor thing.

 expressing pleasure
e.g. A: I’m so pleased.
B: I’m glad you like it.
Oral text of Analytical exposition

Oral short functional text:
 Poster
7. Time Allotment
4 x 45’
8. Teaching Methods
Session : 1. Expresses relief, pain, and pleasure.
Time Character
allotment Building
learning process
-
* -
Exploration
- Discussing how to express one’s relief, pain, and - Tolerance
pleasure.
- Reading aloud some expressions of relief, pain, and
pleasure.
Elaboration
- Role playing of a dialog of expressing relief, pain, - Communicative
and pleasure.
- Answering the questions based on the oral - Good
conversation. communication
- Responding to some statement by expressing relief,
pain, and pleasure.
Confirmation
- Discussing the answer. - Respect

Session : 2. Functional text

Time Character
allotment Building
learning process

Exploration
- Discussing some issues of trash - Tolerance
- Discussing some posters that are frequently found at - Communicative

the public places.
- Elaboration
- Reading aloud some poster of Recycle at Your School. - Good
communication
- Delivering a review of recycle trash.
- Confirmation
- Question and answer - Respect

Session : 3. Analytical exposition text

Time Character
allotment Building
1. Pre activity 15’ - Curiosity
learning process
2. While activity 60’ - Tolerance

Exploration
- Discussing global warming issues
- Sharing opinion based on the pictures of what affect - Communicative
the global warming.
- Elaboration - Good
- Reading aloud the text of Greenhouse Effects communication
- Retelling the discourse of Greenhouse Effect.
- Respect
- Confirmation
- Question and answer

10. Evaluation


Approved by ...................., ……… .........
................................................... ..........................................
NIP NIP

Lesson Plan 11
1. Subject Identity
a. School : ...........................................
b. Class : XI
c. Semester : I
5. Understanding the short functional text and simple essay of report, narrative and analytical
3. Basic Competence
4. Indicators
2. Identifying the thesis of a hortatory.
3. Identifying the given argument.
4. Identifying of the objectives of the reading text.
5. Objectives
 to identify detailed information of written hortatory exposition in groups
 to identify the arguments given by the writer.
 to identify the suggestions.
6. Materials
Written analytical exposition text.
7. Time Allotment
4 x 45’
8. Teaching Methods
Time Character
allotment Building
learning process

* -
Exploration
*
Discussing on the given pictures of energy issues. - Tolerance
- Matching the pictures with the correct statements.
Elaboration
- Matching the words with their meanings.
- Reading an analytical exposition text ‘Renewable Communicative
Energy Change Our Life’.
- Identifying characteristics of the text. Good
communication
- Answering the questions base on the written text.
Confirmation
- Discussing on the given answers. Respect


Time Character
allotment Building
learning process

Exploration
- Discussing the danger of smoking. - Tolerance
- Matching the pictures with the words.
Elaboration
- Completing the table with the derivative forms of the - Communicative
given words.
- Completing the gaps with the correct words. - Good
communication
Confirmation

10. Evaluation


Approved by ...................., ……… .........
................................................... ..........................................
NIP NIP

Lesson Plan 12
1. Subject Identity
a. School : ..........................................
b. Class : XI
c. Semester : I
3. Basic Competence
4. Indicators
 Producing analytical exposition text
5. Objectives
 to write the title
 to write the arguments
 to compose a text draft of analytical exposition text.
 to produce an analytical exposition text.
6. Materials
Written analytical text
7. Time Allotment
4 x 45’
8. Teaching Methods
Time Character
allotment Building
learning process

* -
Exploration
- Discussing some issues by using the pictures. Tolerance
- Matching the pictures with the correct statements.
Elaboration
- Rearranging the jumbled paragraph into a good - Communicative
order.
- Discussing kinds of conjunctions
- Using appropriate conjunctions in sentences.
- Completing the gaps with the correct words. - Good
communication
- Completing the gaps with the correct phrases.
Confirmation
- Discussing the answers. - Respect


Time Character
allotment Building
learning process
-
Exploration
- Discussing the Simple Present Tense and Future Tense - Tolerance
Will
- Completing the gaps with the correct form of the verbs
given in the parentheses.
- Elaboration
- Writing arguments of the given topic. - Communicative
- Writing an outline of the text.
- Developing paragraphs from the main idea.
- Writing a draft text.
- Do the peer correction. - Good
communication
Confirmation
- Publishing the text on the www.thinkquest.org - Respect

10. Evaluation


Approved by ...................., ……… .........
................................................... ..........................................
NIP NIP

Lesson Plan 1
1. Subject Identity
a. School : .........................................
b. Class : XI
c. Semester : II
7. Listening
Understanding the meaning of a transactional and interpersonal conversation formally and
sustainably of daily context.
8. Listening
Understanding the meaning of short functional text and monolog of narrative, spoof and
hortatory exposition of daily context
3. Basic Competence
7.1 Responding the meaning of the transactional conversation (to get things done) and
interpersonal formal and informal conversation of simple spoken language correctly,
fluently and acceptable in the daily life context of gambits expressing attitude, expressing
love, and expressing sorrow.
8.2 Responding the meaning of oral monolog accurately, fluently and acceptably of daily life
context of : narrative, spoof, and hortatory exposition
4. Indicators
Dialog
2. Identifying the meaning gambits of expressing attitude, expressing love, and expressing
sorrow.
3. Identifying the situational context.
4. Responding to expressing attitude, expressing love, and expressing sorrow.
5. To complete the gaps with the correct expression.
Monolog
1. Identifying the main idea of an oral narrative, spoof, or hortatory exposition text
2. Identifying the character of the text.
3. Identifying the events, case.
4. Identifying the complication, arguments.
5. Objectives
 to complete the gaps with the correct expression attitude, love, and sorrow.
 to answer the questions based on the conversation.
 to decide True or False the statements based on the monolog.
 to complete the gaps with the correct words while listening to a monolog.
6. Materials
 expressing attitude
e.g. A: I’m against the idea.
B: I can’t agree more.
 expressing love
e.g. A: I love you.
B: I love you too.

 expressing sorrow
e.g. A: This is the lowest time in my life.
B: Take it easy.
Monolog
 Oral text of spoof : Mrs. William; Do you Speak English
7. Time Allotment
4 x 45’
8. Teaching Methods
Three phase Technique
Session : 1. Dialog expresses: attitude, love, and sorrow
Time
No. Learning Activities Character Building
allotment
learning process

* -
Exploration
- Asking the students how they express their attitude, love,
and sorrow.
- Showing the pictures of various expressions, asking them Tolerance
how they feel.
Elaboration
- Listening to records of dialog of the transactional and
interpersonal conversation classically.
- Discussing characteristics gambits expressing Respect
attitude, love, and sorrow they heard in pairs.
- Discussing responses given to the conversation in Communicative
groups.
- Pronouncing the expressions of gambits expressing Good
expression attitude, love, and sorrow correctly. communication
they heard.
Confirmation
- Asking the students to answer the questions based on - Self-confidence
context.

Session : 2. Monolog : Spoof

Time
No. Learning Activities Character Building
allotment
learning process

2. While activity 60’ -
Exploration -
- Asking whether the students like stories.
- Asking what short funny stories they remember. - Tolerance
Elaboration
- Listening to a spoof
- Answering the questions briefly. - Respect
- Deciding the statements true or false based on the story Communicative
listened.
- Completing the gaps while listening to a story. Good
communication
Confirmation
- Discussing the moral value of the short funny stories - Self-confidence
- Discussing character building from the short funny
stories.

10. Evaluation

...................., ……… .........
Approved by
................................................... ..........................................
NIP NIP

Lesson Plan 2
1. Subject Identity
a. School : ...........................................
b. Class : XI
c. Semester : II
9. Speaking
10. Speaking
sustainably of short functional text and monolog of narrative, spoof and hortatory
exposition of daily context.
3. Basic Competence
9.1 Revealing the meaning in the transactional conversation (to get things done) and
interpersonal conversation formal and informal of simple spoken language correctly,
fluently and acceptable of the daily life context in the form of gambits expressing
attitude, love, and sorrow.
10.2 Revealing the meaning of oral monolog text accurately, fluently, and acceptably of daily
life context of narrative, spoof, and hortatory exposition
4. Indicators
Dialog
1. Using various utterances that express attitude, love and sorrow.
2. Responding to the expression of attitude, love and sorrow.
3. Performing a conversation of various expressions of attitude, love and sorrow.
Monolog
1. Delivering short funny story in front of the class.
5. Objectives
Dialog
 to perform the dialog using gambits of various expressions of expressing attitude, love, and
sorrow.
 to answer the questions based on the dialogs.
Monolog
 to deliver short funny story.
6. Materials
 expressing love
e.g. A: I love you.
B: I love you too.
 expressing sorrow
e.g. A: This is the lowest time in my life. B: Take it easy.

Monolog
 Oral text of spoof text
7. Time Allotment
4 x 45’
8. Teaching Methods
Session : 1. Dialog expresses: attitude, love, and sorrow.
Time Character
allotment Building
learning process
-
* -
Exploration
- Asking when the students feel embarrassed
- Asking when the students get angry Tolerance
- Asking what can annoy the student.
Elaboration
- Performing dialog with partner - Respect
- Answering questions based on the dialog. - Communicative
Confirmation
- Writing new dialog by changing certain words and - Good
performs in front of the classroom. communication

Session : 2. Monolog spoof

Time Character
allotment Building
learning process
- Discussing the characteristics of a spoof text. Effort

Exploration
- In group of four the students sharing play role - Respect
- Preparing some pictures, puppets, or things.
Elaboration
- Delivering a short funny story in front of the class. - Self-direction
Confirmation
- Questions and answer Self-confidence

10. Evaluation

Approved by ...................., ……… .........

................................................... ..........................................
NIP NIP

Lesson Plans 3
1. Subject Identity
a. School : ..........................................
b. Class : XI
c. Semester : II
11. Reading
Understanding short functional text and simple essay of narrative, spoof, and hortatory
exposition of daily life context and to access knowledge.
3. Basic Competence
11.2 Responding the meaning and rhetorical steps for written essay accurately, fluently,
acceptably of daily life context and to access the knowledge of : narrative, spoof, and
hortatory exposition
4. Indicators
3. Identifying the rhetorical steps of the spoof.
5. Objectives
 to answer the questions of characteristic of a spoof text.
 to match the words and their meanings.
 to read for specific details.
 to complete the gaps of a paragraph with the correct words.
 to match the heading/ main idea with the correct paragraph.
6. Materials
The spoof texts
7. Time Allotment
4 x 45
8. Teaching Methods
Session : 1. Spoof text
Time Character
allotment Building
learning process

* -
Exploration
*
Discussing whether the student experiences - Effort

something funny in their life.
- Asking them what make it funny. - Respect
- Matching the words with the correct meanings.
Elaboration
- Reading for details
- Answering the questions for detail information. Self-direction
- Discussing on the given answers.
Confirmation
- Matching the pictures with the correct sentences. - Self-confidence

Session : 2. Short funny stories and love story

Time Character
allotment Building
learning process

Exploration
- Reading for gist - Effort
- Reading to the written spoof text.
Elaboration
- Reading for details - Respect
- Reading ‘Love for 100 Days’
- Answering the questions for detail in formation. - Self-direction
- Discussing on the given answers.
Confirmation
Exploration
- Question and answer Self-confidence

10. Evaluation


Approved by ...................., ……… .........

................................................... ..........................................
NIP NIP

Lesson Plan 4
1. Subject Identity
a. School : .............................................
b. Class : XI
c. Semester : II
12. Revealing the meaning of written short functional text and simple essay of narrative, spoof,
and hortatory exposition of daily life context.
3. Basic Competence
12.2. Revealing the meaning and rhetorical steps for written essay accurately, fluently,
4. Indicators
1. Using the complex sentences on writing a story.
2. Completing the passage with the correct form of the words.
3. Producing spoof text.
5. Objectives
* to classify things under discussion.
* to write descriptions of things under discussion.
* to write a text draft of a spoof.
* to produce a spoof text.
6. Materials
 Written text of spoof
7. Time Allotment
4 x 45’
8. Teaching Methods
Time Character
allotment Building
learning process

* -
Exploration
* -
Arranging the pictures in good order based on a Challenge
spoof story.
- Rearranging the jumbled paragraphs into good order.
- Completing the gaps with the correct form of the
verbs.
Elaboration
- Writing an outline of a text. - Creativity and
accuracy
- Developing paragraphs from a main idea
- Doing the peers group correction to complete the - Team work
draft.
Confirmation
- Question and answer.


Time Character
allotment Building
learning process

Exploration
- Completing the gaps with the correct words. - Challenge
Elaboration
- Writing a draft of a spoof.
- Doing the peers group correction to complete the draft. - Creativity and
accuracy
- Completing the draft based on the peer group
correction.
- Confirmation
- Publishing their works through the - Creativity and
www.thinkQuest.org accuracy
3. Post activity 15’ Team w

10. Evaluation


Approved by ...................., ……… .........

................................................... ..........................................
NIP NIP

Lesson Plan 5
1. Subject Identity
a. School : .............................................
b. Class : XI
c. Semester : II
7. Understanding the meaning of a transactional and interpersonal conversation formally and
3. Basic Competence
7.2. Responding the meaning of the transactional conversation (to get things done) and
fluently and acceptably in the daily life context in the form of gambits: expressing
embarrassment, anger and annoyance.
4. Indicators
2. Identifying the meaning gambits of expressing embarrassment, anger and annoyance.
3. Identifying the situational context
4. Responding to various expressions embarrassment, anger and annoyance.
5. Completing the gaps with the correct expression.
5. Objectives
* to identify the meaning of an expressing embarrassment, anger and annoyance
* to response to expressing embarrassment, anger and annoyance
6. Materials
 embarrassment
e.g.: A: I was so embarrassed.
B: I don’t think it’s a big deal.
 anger
e.g. A: There’s nothing to talk about. Get out of here!
B: If you say so.
 annoyance
e.g. A: I can’t take this anymore.
B: Sorry about that.
7. Time Allotment
4 x 45’
8. Teaching Methods

Session : 1. Expresses embarrassment, anger and annoyance
Time Character
allotment Building
learning process

* -
Exploration
*
Discussing what can cause the students get angry. Tolerance
- Watching a film strip and Identifying the

transactional and interpersonal conversation
classically.
Elaboration
- Discussing characteristics gambit of expressing - Communicative
embarrassment, fulfilling inquiry they heard in pairs
- Discussing responses given to the conversation in - Good
groups. communication
- Matching the expressions with the correct
responses.
Confirmation
they heard.
- Question and answer. - Respect


Time Character
allotment Building
learning process
-
Exploration
- Discussing the characteristic of spoof text. - Work hard
- Elaboration
- Listening to a spoken narrative, the students decide
whether the statements are True or False.
- Answering the questions based on the story they heard. - Achievement
- Discussing responses given to the conversation in - Trust
groups.
Confirmation
- Completing the gaps with the suitable words. - Respect

10. Evaluation

Approved by ...................., ……… .........

................................................... ..........................................
NIP NIP

Lesson Plan 6
1. Subject Identity
a. School : ...........................................
b. Class : XI
c. Semester : II
9 Revealing the meaning of a transactional and interpersonal conversation formally and
10 Speaking
3. Basic Competence
9.2 Revealing the meaning in the transactional conversation (to get things done) and
embarrassment, anger and annoyance.
4. Indicators
Dialog
1. Using various utterances that express embarrassment, anger and annoyance.
2. Responding to the expression of embarrassment, anger and annoyance.
3. Performing a conversation of various expressions of embarrassment, anger and annoyance.
Monolog
1. To deliver a story in front of the class.
5. Objectives
Dialog
 to reveal the meaning of an expressing embarrassment, anger and annoyance
 to respond to expression of counseling, warning, fulfilling inquiry and embarrassment, anger
and annoyance
 to do a roll play.
Monolog
 to deliver a story in front of the class
6. Materials
 embarrassment
e.g. A: I was so embarrassed.
B: I don’t think it’s a big deal
 anger
e.g. A: There’s nothing to talk about. Get out of here!
B: If you say so.

 annoyance
e.g. A: I can’t take this anymore.
B: Sorry about that.
Monolog
A Spoof text
7. Time Allotment
4x 45’
8. Teaching Methods
Session : 1. Expresses embarrassment, anger and annoyance
Time Character
allotment Building
learning process

* -
Exploration
- Showing the pictures, asking how they express when - Work hard
they are annoyed, embarrassed or angry.
- Responding to the expressions heard.
Elaboration
- The students do a roll play in front of the class in - Achievement
pairs.
Confirmation
- Giving some situation, asking how the students - Trust
express their anger and annoyance.


Time Character
allotment Building
learning process
-
Exploration
- Reading the story of The King of the Birds aloud. - Work hard
- Retelling the story they have just read.
Elaboration
- Performing a story telling in front of the class. - Achievement

Confirmation
- Questions and answer - Trust

10. Evaluation

Approved by ...................., ……… .........

................................................... ..........................................
NIP NIP

Lesson Plan 7
1. Subject Identity
a. School : .............................................
b. Class : XI
c. Semester : II
2. Standar Competence
11. Understanding short functional text and simple essay of narrative, spoof, and hortatory
3. Basic Competence
11.2Responding the meaning and rhetorical steps for written essay accurately, fluently,
4. Indicators
2. Identifying the orientation of the narrative.
3. Identifying the complication.
5. Identifying specific information of the text.
5. Objectives
* to identify some of written narrative text found at public places in groups.
* to read loudly a story with the correct pronunciation.
6. Materials
Narrative text.
7. Time Allotment
4 x 45’
8. Teaching Methods
Session : 1. Narrative text: King Midas
Time Character
allotment Building
learning process
-
* -
Exploration
*
Discussing the words which are related to a kingdom. - Curiosity
- Matching the words with their correct meaning
- Discussing vocabulary related to the text
Elaboration
- Reading silently the written narrative text of King - Work hard
Midas
- Completing the gaps with the correct words. - Achievement
Confirmation
- Question and answer. - Trust

Respect
Session : 2. Narrative Text : Talaga Warna

Time Character
allotment Building
learning process
-
Exploration
- Asking and answering on narrative, by using the - Curiosity
pictures
- Discussing vocabulary related to the text.
Elaboration
- Reading silently the written narrative text of ‘Talaga - Work hard
warna’.
- Finding the specific information from the text.
- Finding the events of the story. - Achievement
Confirmation
- Discussing the moral value or character building of the - Trust
story of Talaga Warna.

Respect
10. Evaluation


Approved by ...................., ……… .........
................................................... ..........................................
NIP NIP

Lesson Plan 8
1. Subject Identity
a. School : ............................................
b. Class : XI
c. Semester : II
2. Standar Competence
3. Basic Competence
12.2Revealing the meaning and rhetorical steps for written essay accurately, fluently, acceptably
of daily life context and to access the knowledge of : narrative, spoof, and hortatory
exposition
4. Indicators
1. Using the Past tense on writing a narrative text.
2. Rearranging the sentence into a good paragraph.
3. Producing synopsis.
5. Objectives
 to produce a narrative text.
6. Materials
Narrative text
7. Time Allotment
4 x 45’
8. Teaching Methods
Time Character
allotment Building
learning process
-
* -
Exploration
- Rearranging the jumbled pictures into good order - Work hard
based on the story of Why Cats and Dogs always
Fight”.
- Discussing the past tense and the past continuous
tense.

Elaboration
- Completing the gaps with past tense form of verbs. - Achievement
- Rearranging the jumbled words into good order.
- Completing the text with the correct words. - Trust
Confirmation
- Doing the chain writing - Respect


Time Character
allotment Building
learning process

Exploration
- Completing the gaps of a narrative text with the - Work hard
suitable relative pronoun.
- Completing the gaps of the story of The Boy Who - Achievement
Cries Wolf”.
Elaboration
- Choosing the students ‘favorite stories.
- Writing the synopsis of the story above. - Trust
Confirmation
- Questions and answer
- Respect
10. Evaluation


Approved by ...................., ……… .........
................................................... ..........................................
NIP NIP

Lesson Plan 9
1. Subject Identity
a. School : ...........................................
b. Class : XI
c. Semester : II
7 Understanding the meaning of a transactional and interpersonal conversation formally and
8 Understanding the meaning of short functional text and monolog of narrative, spoof and
hortatory exposition of daily context.
3. Basic Competence
7.1 Responding the meaning of the transactional conversation (to get things done) and
fluently and acceptable in the daily life context of gambits expressing attitude, expressing
love, and expressing sadness.
8.2 Responding the meaning of oral monolog accurately, fluently and acceptably of daily life
. context of : narrative, spoof, and hortatory exposition
8.1 Understanding the meaning of short functional text and monolog of narrative, spoof and
hortatory exposition of daily context.
4. Indicators
Dialog
1. Completing the gaps with the correct expressions.
2. Responding the expression of attitude.
Monolog
1. Identifying the thesis of an oral hortatory exposition text.
2. Identifying the arguments and the suggestions.
3. Identifying specific information.
5. Objectives
 to respond of the expression of attitude.
 to decide True or False to a given statement based on the oral text
 to match the signs with the correct meanings
6. Materials
Dialog
Monolog of a hortatory text
 The Bad Impact of Mobile Phones for Students
7. Time Allotment
4 x 45’

8. Teaching Methods
Session : 1. Dialog expresses attitude
Time Character
allotment Building
learning process

* -
Exploration
- Discussing of giving attitude on some topics. - Tolerance
- Giving compliment, neutral comment, and criticism - Communicative
on some topics.
Elaboration
- Completing the dialog with the correct expressions. Good
communication
- Classifying some expression to its the category
whether approval or disapproval.
Confirmation

Session : 2. Monolog of hortatory text

Time Character
allotment Building
learning process

Exploration
- Discussing good or bad impacts of some modern Tolerance
gadgets.
- Elaboration
- Completing the gaps while listening to a monolog Good
text. communication
- Deciding whether the statements are True or False
based on the oral text.
Confirmation
- Matching the sign with the correct meanings. - Communicative


10. Evaluation

Approved by ...................., ……… .........

................................................... ..........................................
NIP NIP

Lesson Plan 10
1. Subject Identity
a. School : .............................................
b. Class : XI
c. Semester : II
9 Revealing the meaning of a transactional and interpersonal conversation formally and
10. Revealing the meaning of a transactional and interpersonal conversation formally and
3. Basic Competence
9.1. Revealing the meaning in the transactional conversation (to get things done) and
opinion, expressing love, and expressing sorrow.
10.1. Revealing the meaning to short functional text (e.g.: announcement, advertisement,
invitation, etc.) formal and informal by using the oral text accurately, clearly and
acceptably of the daily life context
4. Indicators
Dialog
1. Identifying of expressing attitude of a dialog.
Monolog
2. Performing a monolog
3. Delivering announcement
5. Objectives
 to express an attitude of some issues.
 to Performing a monolog
 to deliver an announcement
6. Materials
Oral text of hortatory exposition
Oral short functional text:
 announcement
 advertisement
 invitation

7. Time Allotment
4 x 45’
8. Teaching Methods
Session : 1. Expresses attitude
Time Character
allotment Building
learning process
-
* -
Exploration
- Discussing how to express one’s attitude. - Tolerance
- Reading aloud some expression of attitude.
Elaboration
- Role playing of a dialog of expressing attitude. - Communicative
- Answering the questions based on the oral - Good
conversation. communication
- Responding to some statement by expressing attitude
Confirmation
- Classifying some expressions in to compliment, - Respect
neutral comment or criticism.

Session : 2. Announcement
Time Character
allotment Building
learning process

Exploration
- Discussing some issues that are frequently found at the - Communicative
public places.
- Elaboration
- Reading aloud some announcement - Good
communication
- Answering the questions based on an announcement
- Completing the gaps with the suitable words of a text - Tolerance
entitled ‘A Bad Impact of Mobile Phones for Students’
- Stating the statement whether true or false based on
the text the students heard.
- Confirmation
- Question and answer. - Respect

10. Evaluation

Approved by ...................., ……… .........

................................................... ..........................................
NIP NIP

Lesson Plan 11
1. Subject Identity
a. School : ...........................................
b. Class : XI
c. Semester : II
11. Understanding short functional text and simple essay of narrative, spoof, and hortatory
3. Basic Competence
11.2 Responding the meaning and rhetorical steps for written essay accurately, fluently,
4. Indicators
3. Identifying the thesis of a hortatory.
4. Identifying the argument given.
5. Identifying the given suggestions.
6. Identifying the rhetorical steps of the hortatory exposition.
5. Objectives
 to identify detailed information of written hortatory exposition in groups
 to identify the arguments given by the writer.
 to identify the suggestions.
6. Materials
Written hortatory text
7. Time Allotment
4 x 45’
8. Teaching Methods
Session : 1. Hortatory text
Time Character
allotment Building
learning process

* -
Exploration
*
Discussing on the given pictures of various issues. - Tolerance

- Matching the words with their correct meaning
Elaboration
- Reading aloud the written hortatory exposition Communicative
‘Drinking Coffee is Healthy’.
- Identifying characteristics of a hortatory text. Good
communication
- Answering the questions base on the written text.
- Discussing on the given answers. Respect
Confirmation
- Completing the gaps with the suitable words.

Session : 2. Hortatory text

Time Character
allotment Building
learning process

Exploration
- Mentioning the generic structure of the text. - Tolerance
Elaboration
- Labeling each part of the text of ‘A Campaign of the - Communicative
Importance of Reading’.
- Mentioning the thesis of the text
- Mentioning the arguments of the text. - Good
communication
- Mentioning the conclusion and the suggestions
Confirmation

10. Evaluation


Approved by ...................., ……… .........

................................................... ..........................................
NIP NIP

Lesson Plan 12
1. Subject Identity
a. School : ..........................................
b. Class : XI
c. Semester : II
3. Basic Competence
12.2. Revealing the meaning and rhetorical steps for written essay accurately, fluently,
hortatory exposition.
4. Indicators
1. Writing thesis
2. Writing arguments
3. Using the modal auxiliary verb “should” to write recommendation of hortatory exposition
4. Producing hortatory exposition text
5. Objectives
 to compose a text draft of hortatory exposition text.
 to produce a hortatory exposition text e.g. “Banning the Use of Styrofoam for food and drink
container”
6. Materials
Written hortatory text
7. Time Allotment
4 x 45’
8. Teaching Methods
Session : 1. hortatory text
Time Character
allotment Building
learning process

* -
Exploration
- Questioning and answering of some issues by using - Tolerance
the pictures.

Elaboration
- Rearranging the jumbled paragraph into a good - Communicative
order.
- Completing the gaps with the suitable words.
- Rewriting the paragraph with appropriate - Good
punctuations and capitalization. communication
Confirmation

Session : 2. hortatory text

Time Character
No. Learning Activities allotment Building
learning process
-
Exploration
- Discussing some current issues happened in the society. - Tolerance
- Elaboration
- Writing thesis of a hortatory text: Banning the use of - Communicative
Styrofoam
- Writing an outline of the text. Good
communication
- Developing a paragraph from the main idea.
- Writing a draft text; Banning the use of Styrofoam.
- Do the peer correction. - Respect
Confirmation
- Publishing the text on the www.thinkquest.org

10. Evaluation


Approved by ...................., ……… .........
................................................... ..........................................
NIP NIP

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Lesson Plan

PAG Fácil: Advanced Learning English 2 | 59

2. While activity 60’

3. Post activity 15’

62 | PAG Fácil: Advanced Learning English 2

2. While activity 60’

3. Post activity 15’

11. Learning Sources

Approved by ............., ..............................

PAG Fácil: Advanced Learning English 2 | 63

64 | PAG Fácil: Advanced Learning English 2

2. While activity 60’

3. Post activity 15’

Session : 2. Monolog Announcement

PAG Fácil: Advanced Learning English 2 | 65

3. Post activity 15’

Session : 3. Monolog report text

2. While activity 60’

3. Post activity 15’

11. Learning Sources

66 | PAG Fácil: Advanced Learning English 2

Approved by ...................., ……… .........

PAG Fácil: Advanced Learning English 2 | 67

2. While activity 60’

68 | PAG Fácil: Advanced Learning English 2

3. Post activity 15’

Session : 2. Report text: Flowers and A Cherry Blossom

2. While activity 60’

3. Post activity 15’

11. Learning Sources

PAG Fácil: Advanced Learning English 2 | 69

70 | PAG Fácil: Advanced Learning English 2

2. While activity 60’

PAG Fácil: Advanced Learning English 2 | 71

3. Post activity 15’

Session : 2. Report text

3. Post activity 15’ Team work

11. Learning Sources

72 | PAG Fácil: Advanced Learning English 2

PAG Fácil: Advanced Learning English 2 | 73

74 | PAG Fácil: Advanced Learning English 2

3. Post activity 15’

Session : 2. Narrative text

2. While activity 60’

PAG Fácil: Advanced Learning English 2 | 75

11. Learning Sources

Approved by ...................., ……… .........

76 | PAG Fácil: Advanced Learning English 2

PAG Fácil: Advanced Learning English 2 | 77

2. While activity 60’

3. Post activity 15’

Session : 2. Narrative text

78 | PAG Fácil: Advanced Learning English 2

11. Learning Sources

Approved by ...................., ……… .........

PAG Fácil: Advanced Learning English 2 | 79

2. While activity 60’

80 | PAG Fácil: Advanced Learning English 2

3. Post activity 15’

Session : 2. Narrative text : The Ugly Duckling

2. While activity 60’

3. Post activity 15’

11. Learning Sources

PAG Fácil: Advanced Learning English 2 | 81