Teacher : JUNIARTI ROSITA

Book : ENGLISH IN MIND

Unit : 11
Topic : PHYSICAL APPEARANCE
Grammar : SIMPLE PRESENT TENSE
Skill : SPEAKING and WRITTING
Aim : Structure (S) : Students are able to use the appropriate Simple Present Tense
Usage (U) : Students are able to use to speak and write about Physical Appearance
Vocabulary (V) : Students are able to use vocabulary about physical Appearance
Context (C) : To describe Physical Appearance

Time : 40 Minutes
Level : Senior High School Students
Age : 16-18

Anticipated problem(s) and solution(s):

1. Students are confused about using vocabulary of physical appearance ( Solution; Give 3 Examples Sentence about
Physical Appearance )

Stages Activities Aids Duration

Opening Teacher : 2-5 minutes
Aim: 1. greeting
Say something 2. small talk about sharing my personal experience
interesting to 3. make a group by choosing the number
challenge learner’ Student(s):
mind 1. reply the teacher’s greeting
2. listen the teacher’s small talk
3. make a group
Ice-breaking Teacher :  Paper 5 minutes
1. ask the student Re-arrange the paragraph to be a  A story
Aim: good story (short story)
To relax the student 2. Ask the student to re- arrange (the student must say
“Bingo”

Student(s) :
1. Re-arrange the paragraph
2. Say “Bingo” after finished

Lead-in Teacher :  pictures 5 minutes

Aim: 1. prepare 2 pictures  LCD
To help the teacher 2. ask the students to look the pictures  laptop
focus on what 3. ask the student elicit them
should be .
emphasized during Student(s) :
the presentation 1. students look the picture
2. answer the teacher’s question
3. elicit them
Presentation Teacher :  video 10 minutes
1. show the video about physical appearance  power Point
Aim: 2. give explanation about physical appearance  LCD
Introducing Target 3. give the pattern how to use vocabulary in sentences  laptop
language: 4. Divide the board into 4 parts: Structure, Usage,
describing physical Vocabulary and Context.
appearance 5. Ask student to do board work based on the S/U/V/C.
6. Ask student to do peer-presentation.
7. Teacher checks the student’s statement on the board
 PHYSICAL APPEARANCE

Structure Usage Vocabulary Context

She has blonde hair Physical Appearance a moustache describing
Ex: long physical
Hair: wavy, curly, a ponytail appearance
Spiky etc

________________________________________________
PHYSICAL APPEARANCE

For example:

1. She has blonde hair

2. His face is wrinkle
Student(s):
1. Watch and listen to the video
2. Pay attention to the teacher’s explanation
3. Pay attention to the example
4. Participate on the board work activities
5. Present their work on the board how to make a
sentence using vocabulary of physical appearance

Controlled Practice Teacher :  Exercise paper 10 minutes

Aim: 1. ask the students to work individually  Whiteboard
Giving students 2. tell the students to put the words in the right column  Marker
opportunity to 3. ask the students to identify
practice under the 4. Write their answer in the whiteboard
teacher’s control of 5. Check the student’s answer
the use of target 6. Ask them to pronounce the words
language
 Students :
1. Works individually
2. Put the words in the right column on exercise paper
3. Identify
4. Write their answer in the whiteboard
5. Follow the teacher’s pronunciation

Semi-Controlled Teacher :  Pictures 10 minutes

Practice (Freer 1. Prepare the picture
practice) 2. Give a situation like on shooting place
Aim: 3. Ask the students to find the partner
To give more 4. Describe a famous person without using his/her
independent name
practice activities 5. Invite your pairs to guess who is he/she
using the TL
Students :
1. Work in pairs
2. Students must describe a famous person by using
picture
3. Guess the picture
Free (Real Teacher : 5 minutes
life/Contextual) 1. Ask the student discuss with their partner about
Practice describe their physical appearance and write down
on paper
Aim:
To make sure that Students :
learners fell 1. Participate actively in pairs to describe physical
confident and built appearance
the fluency
Feed-back Teacher : 5 minutes
Aim: 1. Ask what they got today
Getting input of the 2. Ask what the students like/dislike from today’s
acceptance level of activity
the Teaching
Learning Process Students :
Answer T’s questions.