LESSON
PLAN
LISTENING
SKILL CLASS XII/1
Diajukan Sebagai
Tugas Mata Kuliah
Curriculum
Disusun Oleh:
Andi
Ihwana 2014/B
2016
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Standard Competency
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Basic Competence
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Learning Materials
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Learning Activities
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Indicator
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Assessment
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Alocation of Time
(Minutes)
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Source/Materials/Tools
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Listening
1.
Understanding
the meaning of a text conversation and interpersonal transactional formal and
continuing in the context of daily activity.
Speaking
3. Expressing meaning
in text conversation and interpersonal transactional formal and continuing
(sustained) in the context of everyday life.
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1.1 Responding to
the meaning in conversation of transactional (to get things done) and
interpersonal (social) official and continued (sustained) accurately,
fluently, and grateful that uses a variety of language spoken in the context
of everyday iand involves speech acts: propose, beg, complain, to discuss the
possibility or the ability to do something, and reign.
3.1
Expressing
meaning in conversation of transactional (to get things done) and
interpersonal (social) official and continued (sustained) by using a variety
of oral language accurately, fluently, and acceptable in the context of
everyday life and involves speech
acts: propose, beg, complain, to discuss the possibility or the ability to do
something, and reign.
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o Proposes, begging
Ex. A: I’d like to
suggest that...,
B: It sounds like a good suggestion
o Complaining
Ex. A: This is crazy!
B: Join the club.
o Discussing the
possibility or the ability to do something
Ex. A: Would it be possible
for you to...?
B: Yeah, sure.
o Ruling
Ex. A: You
must …
B: As you wish, Sir.
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· Listen to the
conversation interpersonal/transactional individually.
· Discuss the speech acts used in
conversations heard in pairs.
· Discuss the
responses given to the speech act is heard
· Role play in groups
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· Identify the
meaning of words
· Identify
relationships between speakers
· Identify the
meaning of the speech act proposed
· Responding to the
speech acts proposed
· Identify the
meaning of speech acts begging
· Responding to the
speech act begging
· Identify the meaning
of speech acts discussed the possibilityor the ability to do something
· Responding to
discuss the possibility of speech acts or the ability to do something
· Identify the
meaning of speech acts govern
· Responding to the
speech act govern
· Identify the context
of the situation
· Using speech act
proposed
· Using speech act
pleads
· Using speech acts
complained
· Using speech acts
discussed the possibility or the ability to do something
· Using speech acts
govern
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Written
(PG and
Description)
Task
Quiz
Task
Performance
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(10 x 45)
1 x 45
2 x 45
2 x 45
3 x 45
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www. Esl-lab
Cassette
CD
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S I L A B U S
Name of School : MA Hashim Ash'ari
Subject : English
Class : XII
Semester : 1
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Standard Competency
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Basic Competence
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Learning Materials
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Learning Activities
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Indicator
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Appraisal
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Alocation of Time (Minutes)
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Source/Materials/Tools
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||||||||
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Speaking
3. Expressing meaning in text conversation and interpersonal transactional
formal and continuing (sustained) in the context of everyday life
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1.2 Responding to the meaning in
conversation of transactional (to get things done) and interpersonal (social)
official and continued (sustained) accurately, fluently, and grateful that
uses a variety of language spoken in the context of everyday life and
involves speech acts: admit mistakes, promise, blaming, accusing, expressing
curiosity and desire, and stated attitudes
3.2 Expressing
meaning in conversation of transactional (to get things done) and
interpersonal (social) official and continued (sustained) by using a variety
of oral language accurately, fluently and acceptable in the context of
everyday life and involves speech acts: admit mistakes, promised, blame , accusing,
expressing curiosity and desire, and stated attitudes
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o Admit mistake
mis. A: I admit I
was wrong.
B: I told you.
o Promise
mis. A: I give you my words.
B: You’d better keep your promise.
o Blame the accused
mis. A: You are the one
to blame.
B: Are you accusing me?)
o Express curiosity,
passion
mis. A: I wonder if
…
B: Why not?
o Expressed attitudes
mis. A: I like it.
B: Do you?
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·
Listen
to the conversation interpersonal / transactional classical
·
Discussing
the speech acts used in conversations heard in pairs.
·
Discuss
the responses given to the speech act is heard
· Role play in groups
· In pairs conduct tourist hunting and record
their conversations, especially in the use of speech acts express curiosity
and desire as well as the attitudes expressed.
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·
Identify the meaning of speech acts recant
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Responding to the speech act to admit mistakes
·
Identify the meaning of speech acts promise
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Responding to the speech act promised
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Identify the meaning of speech acts blamed /
accused
·
Responding to the speech act blamed / accused
·
Identify the meaning of speech acts express
curiosity and desire
·
Responding to the speech act express curiosity and
desire
·
Identify the meaning of the speech act expressed
the attitudes
·
Responding to the speech act expressed the
attitudes
·
Google Translate for Business:Translator
ToolkitWebsite TranslatorGlobal Market Finder
· Using speech act
recant
· Using speech act
promised
· Using speech act
blamed / accused
· Using speech act
express curiosity and desire
· Using speech act
expressed the attitudes
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Written
(PG and
Description)
Task
Quiz
Task
Performance
|
(10 x 45)
1 x 45
1 x 45
1 x 45
3 x 45
2 x 45
|
www. Esl-lab
Cassette
CD
|
||||||||
|
Standard Competency
|
Basic Competence
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Learning Materials
|
Learning Activities
|
Indicator
|
Appraisal
|
Alocation of Time (Minutes)
|
Source/Materials/Tools
|
||||||||
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Listening
1.
Understanding the meaning of short
functional text and monologue form of a narrative, explanation, and
discussion in the context of everyday life
Speaking
4. Expressing meaning in short
functional text and monologue form of a narrative, explanation, and
discussion in the context of everyday life
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2.1 Responding to the
meaning contained in oral texts short functional official and unofficial
accurately, fluently and thank the various contexts of everyday life
.4.1 Expressing
meaning in short functional oral texts of official and unofficial accurately,
fluently and thank the various contexts of everyday life
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Short functional
oral text
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· Listening to a
verbal announcements.
· Discuss the content
of the text is heard in pairs.
· Discussed the form
of spoken language based on the text that was heard in groups.
· Give a verbal
announcements alternately
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· Identify the topic
of a short functional text is heard
· Identify specific
information from short functional text is heard
· Identify the
purpose of short functional text is heard.
· Using spoken
language to convey short functional text
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Written
(PG and
Description)
Task
Quiz
Task
Performance
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(6 x 45)
1 x 40
1 x 40
1 x 40
1 x 40
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www. Esl-lab.com
CD
Cassette
|
||||||||
|
Standard Competency
|
Basic Competence
|
Learning Materials
|
Learning Activities
|
Indicator
|
Assessment
|
Alocation of Time
(Minutes)
|
Source/Materials/Tools
|
|
Listening
1.
Understanding the meaning of short
functional text and monologue form of a narrative, explanation, and
discussion in the context of everyday life.
Speaking
4. Expressing meaning in short
functional text and monologue form of a narrative, explanation, and
discussion in the context of everyday life
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2.2 Responding to
the meaning in the text monologue using a variety of oral language
accurately, fluently and acceptable in the context of everyday life in text
form: narrative, explanation, and discussion
4.2
Expressing meaning in the text
monologue using a variety of oral language accurately, fluently and
acceptable in the context of everyday life in text form: narrative,
explanation, and discussion
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· Text oral form of a narrative
· Text-shaped oral explanation
· Text oral form of discussion
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·
Listening to a narrative text /
explanation / discussion in the classical style.
·
Discuss the content of the text is
heard in pairs.
·
Discussed the form of spoken language
based on the text that was heard in groups.
· In groups delivered an explanation of the process of something
· In groups to debate
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· Identify the main
idea of a text explanation is heard
· Identify the
character of the story is heard
· Identify the
occurrence in the text is heard
· Identify the
sequence of events in a narrative text
· Identify the
advantages of an incident
· Identifying process
an event that heard from a text explanation
·
Using the simple present sentences in
presenting an explanation of the process
·
Monologue form of a narrative
·
Monologue form of discussion
·
Using the argument sentences
·
to debate
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Written
(PG and
Description)
Task
Quiz
Task
Performance
|
(12 x 45)
2 x 45
1 x 45
1 x 45
2 x 45
4 x 45
|
www. Esl-lab
Cassette
CD
|
|
Standard Competency
|
Basic Competence
|
Learning Materials
|
Learning Activities
|
Indicator
|
Assessment
|
Alocation of Time (Minutes)
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Source/Materials/Tools
|
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Reading
5. Understanding
the meaning of short functional text and simple essay in the form of a
narrative, explanation, and discussion in the context of everyday life and to
use science
Writing
5. Expressing
meaning in short functional text and essay writing simple narrative,
explanation, and discussion in the context of everyday life
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5.1
Merespon makna dalam teks fungsional
pendek (misalnya banner, poster,
pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa
tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
6.1
Mengungkapkan makna dalam bentuk teks
fungsional pendek (misalnya banner,
poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan
sehari-hari
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banner, poster,
pamphlet
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·
Membaca banner, poster, pamphlet secara
individu
· Mendiskusikan isi
teks yang dibaca secara berpasangan.
· Mendiskusikan
ciri-ciri gramatika yang digunakan dalam teks yang dibaca secara berkelompok.
· Menuliskan sebuah banner,
poster, pamphlet secara berkelompok dan mempublikasikannya di
Mading sekolah
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· Membaca wacana
ragam tulis yang dibahas
· Mengidentifikasi
topik dari teks yang dibaca
· Mengidentifikasi
informasi tertentu dari teks fungsional pendek
· Menulis gagasan
utama
· Menggunakan tata
bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat
· Mengelaborasi
gagasan utama
· Membuat draft,
merevisi, menyunting
· Menghasilkan banner,
poster, atau pamphlet
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Tugas
Kuis
Tes tertulis
Tugas
unjuk kerja
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(12 x 45)
2 x 45
2 x 45
2 x 45
4 x 45
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ESOL ONLINE
English Online
Jakarta Post
English K-6 modules
Board of Studi New South Wales
|
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Standard Competency
|
Basic Competence
|
Learning Materials
|
Learning Activities
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Indicator
|
Assessment
|
Alocation of Time (Minutes)
|
Source/Materials/Tools
|
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Reading
5. Understanding the meaning of short functional text and simple essay
in the form of a narrative, explanation, and discussion in the context of
everyday life and to use science
Writing
5. Expressing meaning in short functional text and essay writing simple
narrative, explanation, and discussion in the context of everyday life
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5.2
Responding to the meaning and
rhetorical stages of essays using a variety of written language accurately,
fluently and acceptable in the context of everyday life and to use science in
text form: narrative, explanation, and discussion
6.2
Disclose the meaning and rhetorical
stages of essays by using a variety of written language accurately, fluently
and acceptable in the context of everyday life in text form: narrative,
explanation, and discussion
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· Write text form of
a narrative
· Text, shaped
explanation
· Text, shaped as
discussion
· Conjunction that
show cause / effect relationships
· If clause type I
(Future condition)
·
Conjunction that
show Contrary
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·
Read aloud a meaningful explanation
text individually
·
Discuss various aspects of the text
such as the contents, the structure of the text, in groups.
·
Practice using the present tense
sentences in the form of a complex sentence stating the occurrence of a line
that says something and cons.
·
Draft a narrative text, explanation
and discussion by writing chain.
·
Make corrections peers to enhance
draft.
·
Enhance the draft based on the
correction friend.
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· Identify the
meaning of words in text that reads
· Identify the
meaning of a sentence in the text is read
· Identifying
complications in a narrative story
· Identify the
occurrence in the text that is read
· Identifying process
an event
· Identify the
arguments pro and con in the text
· Identify the steps
rhetoric of the text
· Identify the
purpose readable text communication
· Using the if clause
in conveying a message
· Using the adverbial
clause in making an explanation
· Produce shaped text
explanation
·
Produce the form of a narrative text
·
Shaped text generate discussion
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Performance
Task
Quiz
Written test
Work method
Task
portfolio
|
(12 x 45)
1 x 45
2 x 45
1 x 45
2 x 45
2 x 45
2 x 45
|
ESOL ONLINE
English Online
Jakarta Post
English K-6 modules
Board of Study New
South Wales
|
LESSON
PLAN
School : MA Hasyim Asy’ari
Subject : English
Skill : Listening
Grade/Semester : XII/1
Time
Allocation : 2X40
A.
Standard
Competency:
2. Understanding the meaning of short
functional teks and monologue form of a narrative, explanation, and discussion
in the context of daily activities.
B. Basic Competence:
2.1
Responding the meaning contained in oral texts short functional official and unofficial
accurately, fluently and thank the various contexts of daily activities.
C. Indicator:
1.
Identifying the topic of a short functional text
that
been heard
2.
Identifying the purpose of short functional text
that been heard
D.
Learning
Objective:
1.
Students are able to identify the
announcement text that been heard
2.
Student are able to analyze the
announcement text that been heard
3.
Students are able to response the
announcement that been heard
E.
Characters Building:
1. Religion
2. Honest
3. Discipline
4. Critical
5. Responsive
6. Democratic
E.
Learning
Material
a.
Short
Functional Text
Functional
text is writing meant to help the reader accomplish an everyday task.
Examples of functional text might include a recipe for cooking; directions to a
location; a memo notifying of a change in a company's address, or a store's
opening time; a schedule of event times and locations during a seminar; a
directory of addresses, phone numbers or e-mail addresses; directions on a
test; a menu from a restaurant; a pamphlet notifying the public of a grand
opening, store closing, or a foreclosure; or a how-to manual just to name a
few.
Functional
text is used for everyday information. It is called functional because it helps
you function in your day-to-day life. For example, if I wanted to make
chocolate chip cookies, I would read a recipe. If I wanted to know my friend's
phone number, I would look in a phone book. If my English teacher gave a test,
I would need to read the directions.
b.
Example for Short Functional Text
Example 1: Announcement
The
Functions: to provide complete and clear information about certain events or
occasion
Some characteristics of announcement:
1. Straightforward and ease the readers to get
information quickly
2. Keep it short, inviting, and to the point.
3. Clear and complete
4. For a bad news, make a direct and no-nonsense
statement.
Example 2: Greeting Card
Greeting Cards functions as an expression of
sympathy and care to others.
The purpose is to congratulate someone’ achievement, express
sympathy on someone’s, and motivate someone on gaining achievement
Some characteristics of greeting card:
1. Clarify a clear purpose
2. Use an appraisal diction
3. Accurate addressee
Example 3: Invitation
Function/Purpose is to o invite someone to
attend an occasion.
The Structure/Parts: The addressee (the person invited),
salutation, the message (the content of the message), and the Sender
Some characteristics of invitation:
1. Having an accurate addressee
2. Giving clear time, place, and activity
3. Providing sufficient information about the
inviter
4. Expressing that the writer is looking
forward to seeing person
5. If there is a dress code, state it in the lower
left-hand corner
Example 4:
Notice/Guidance
The Functions of notice/guidance:
1. Prohibition notifies people not to do something.
People may find this kind of notice in a public places.
2. Caution or warning warns people to be careful in
handling something. Ignoring the notice may cause injury or breaking the
facilities.
3. Guidance gives information to people to do
something appropriately.
4. The informational notice provides information
that could be useful for people.
Example 5: Short Message
Its function is to send an important message to other people
Some characteristics of a short message
1. Clear addressee (someone who receives the
message)
2. Straight forward
3. If it is an instruction state it clearly.
F. Learning
Activities
1. Task 1 (Announcement 1)
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Ladies and gentlemen, welcome onboard
Flight 4B7 with service from Hong Kong to San Francisco. We are currently
third in line for take-off and are expected to be in the air in
approximately seven minutes time. We ask that you please fasten your
seatbelts at this time and secure all baggage underneath your seat or in
the overhead compartments. We also ask that your seats and table trays are
in the upright position for take-off. Please turn off all personal
electronic devices, including laptops and cell phones. Smoking is
prohibited for the duration of the flight. Thank you for choosing Mountain
Airlines. Enjoy your flight.
|
2. Task 2 (Announcement 2)
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Ladies and gentlemen, on behalf of the crew I ask that you please
direct your attention to the monitors above as we review the emergency procedures.
There are six emergency exits on this aircraft. Take a minute to locate the
exit closest to you. Note that the nearest exit may be behind you. Count
the number of rows to this exit. Should the cabin experience sudden
pressure loss, stay calm and listen for instructions from the cabin crew.
Oxygen masks will drop down from above your seat. Place the mask over your
mouth and nose, like this. Pull the strap to tighten it. If you are
traveling with children, make sure that your own mask is on first before
helping your children. In the unlikely event of an emergency landing and
evacuation, leave your carry-on items behind. Life rafts are located below
your seats and emergency lighting will lead you to your closest exit and
slide. We ask that you make sure that all carry-on luggage is stowed away
safely during the flight. While we wait for take off, please take a moment
to review the safety data card in the seat pocket in front of you.
|
G. Learning
Methods
Cooperative Learning:Three-phase
technique(Pre listening,whilst listening,and post listening)
Pre Activity (10 minutes)
§ Teacher to relation about material that will
be taught
§ Teacher refers to syllabus, lesson plan, and
teaching materials, to convey every character that developed apart relate with
standard competence and basic competence.
Whilst Activity (20
minutes)
·
Teacher playing the announcement text ,at least three times
·
Students are listening and answering task 1
·
Students to check their answer who guided by teacher
·
Teacher to check students answer
·
Teacher asking the words meaning that
students heard from text
·
Students answer words meaning and search
in dictionary
·
Teacher playing announcement text again
·
Students are doing task 2 about announcement
·
Students are discuss their answer
together with teacher
·
Teacher to check students answer
Post
Activity (10 minutes)
·
Teacher asking some students to mention few keywords from the
announcement text
·
Students to mention few keywords from
the announcement text
·
Teacher and student conclude the
materials
·
Teacher gives homework
·
Teacher informs the next activities
H.
Media
·
Script announcement or record
announcement
·
Book are relevant to the material
I.
Assessment
Instrument
Task 1
Answer the questions a
according to text that you hear!
1. What
is the announcement about?
2. Who
is announced the announcement?
3. Where
the announcement was happen?
4. Why
they announced the announcement?
5. Whom
the announcement was intended?
Task 2
Fill the blank with the words that
you heard.
Ladies
and gentlemen, on .............(1) the crew I ask that you please direct your
attention to the .............(2) above as we review the emergency procedures.
There are six emergency exits on this aircraft. Take a minute to locate the
exit closest to you. Note that the nearest exit may be behind you. Count the
number ............(3) to this exit. Should the cabin experience sudden
pressure loss, stay calm and listen for instructions from the cabin crew.
Oxygen ...............(4) will drop down from above your seat. Place the mask
over your mouth and nose, like this. Pull the strap to tighten it. If you are ............(5)
with children, make sure that your own mask is on first before helping your
children. In the unlikely event of .............(6) landing and evacuation,
leave your carry-on items behind. Life rafts are located below your seats and
emergency lighting will lead you to your ............(7) exit and slide. We ask
that you make sure that all ...............(8) luggage is stowed away safely ..........(9)
the flight. While we wait for take off, please take a moment to review the
safety data card in .............(10) pocket in front of you.
J.
Assessment
|
NO
|
Indicator
|
Technic
|
Form
|
|
1.
|
Identifying
the topic of a short functional
text that
been heard
|
Written Test
|
Answer
the questions
|
|
2.
|
Identifying the purpose of short functional text
that been heard
|
Task
|
Fill
the blank with the correct answer
|
K.
Rubric
Assessment
1. For
task 2, every correct answer was given a score of 5
2. For
task 1 is following this rubric below:
|
SCORE
|
CRITERIA
|
|
Excellent
100-90
|
Excellent
at identifying the main idea, general, and specific information. No problems
at recognizing vocabulary and expressions.
|
|
Very Good
89-80
|
Very
Good at identifying the main idea, general, and specific information. Shows good
ability to infer implied information. Almost no problems at recognizing
vocabulary nad expressions.
|
|
Good
79-70
|
Good
at identifying the main idea, general, and specific information. Shows some
ability to infer implied information. Some minor problems at recognizing
vocabulary and expressions.
|
|
Fair
69-60
|
Still
able to identify the main idea, general, and specific information. Still
shows ability to infer implied information. Some problems at recognizing
vocabulary and expressions.
|
|
Unsatisfactory
59 or fewer
|
Unable
to to identify the main idea, general, and specific information. Fails to
infer information. Many problems at recognizing vocabulary and expressions.
|
Total
maximum score 1. If the maximum score achieved = 50
2. 10 X
5 = 50
Total = 100
|
Mengetahui;
Kepala Sekolah MA Hasyim Asy’ari
(
....................................................... )
NIP /NIK : .....................................
|
Makassar, 19 June 2016
English Teacher
(
.............................................. )
NIP /NIK : ..............................
|
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