Rpp K13 3.14 Smp Kls VIII bahasa inggris

7/23/2019 Rpp K13 3.14 Smp Kls VIII bahasa inggris

http://slidepdf.com/reader/full/rpp-k13-314-smp-kls-viii-bahasa-inggris 1/22

Ismi Fauziyah_122084029

SILABUS SMP/MTs

Mata Pelajaran : Bahasa Inggris

Kelas : VIII

Kompetensi Inti :

KI 1: Menghargai dan menghayati ajaran agama yang dianutnya.

KI 2: Menghargai dan menghayati perilau jujur! disiplin! tanggungja"a#! peduli $t%leransi! g%t%ng r%y%ng&! santun! per'aya diri! dalam #erinterasi se'arae(eti( dengan lingungan s%sial dan alam dalam jangauan pergaulan dan e#eradaannya

KI ): Memahami dan menerapan pengetahuan $(atual! %nseptual! dan pr%sedural& #erdasaran rasa ingin tahunya tentang ilmu pengetahuan! ten%l%gi! seni!

#udaya terait (en%mena dan ejadian tampa mata.

KI 4: Meng%lah! menyaji! dan menalar dalam ranah %nret $menggunaan! mengurai! merangai! mem%di(iasi! dan mem#uat& dan ranah a#stra $menulis!

mem#a'a! menghitung! menggam#ar! dan mengarang& sesuai dengan yang dipelajari di se%lah dan sum#er lain yang sama dalam sudut pandang*te%ri.

Kompetensi DasarMateri Pokok/Materi

PembelajaranKegiatan Pembelajaran Penilaian

Alokasi

akt!

S!mber

Belajar

).14 Memahami

(ungsi s%sial!

strutur tes! dan

unsur e#ahasaan

dari tes narati(

#er#entu (a#el!

sesuai dengan

%ntes

penggunaannya

4.18 Menangap mana

Teks narati"# berbent!k

"abel pen$ek $an

se$erhana

Fungsi sosial

Memper%leh hi#uran!

menghi#ur dan

mengajaran nilai+nilai

luhur melalui 'erita dengan

t%%h #inatang.

Mengamati

• ,is"a menyalin dengan tulisan

tangan yang rapi #e#erapa (a#el! pende dan sederhana dari

#er#agai sum#er! dengan

menggunaan ejaan dan tanda #a'a

dengan #enar.

• ,is"a mem#a'a dan

mendengaran (a#el terse#ut untu

K %IT&%IA P&'ILAIA'

• -ingat pemahaman

(ungsi s%sial tes tes

narati( #er#entu

(a#el! pende dan

sederhana.

• -ingat elengapan

dan eruntutan

pemahaman isi pesan

1 / • uu -es

"aji#

• Keteladananu'apan dan

tindaan guru

menggunaan

setiap tindaan

%muniasi

interpers%nal*

transasi%nal






Alokasi

akt!

S!mber

Belajar

tes narati( lisan

dan tulis!

#er#entu (a#el

pende dan

sederhana

penggunaannya

Struktur text

(gagasan !tama $an

in"ormasi rin)i*

a.Memperenalan t%%h!

tempat! "atu! terjadinya

'erita $%rientasi&.

b.Mem#erian penilaian

$ealuasi& tentang situasi

dan %ndisi terjadinya

'erita.

c.Memaparan risis yang

terjadi terhadap t%%h

utama $%mpliasi&

d.Memaparan ahir 'erita!

di mana risis #erahir

$res%lusi& dengan #ahagia

atau sedih

e.Mem#erian alasan atau

%mentar umum

$re%rientasi&! %psi%nal.

Unsur kebahasaan

(1)-ata #ahasa: ,imple

ast tense! ast

memahami isi pesannya.

• 3engan #im#ingan guru! sis"a

mengidenti(iasi (ungsi s%sialnya!

strutur tes $termasu a.l. gagasan

utama dan in(%rmasi rin'i& dari

setiap (a#el terse#ut.

Menan+a

3engan #im#ingan dan arahan guru!

sis"a menanyaan dan

mempertanyaan tentang (ungsi

s%sial! strutur tes! dan unsur

e#ahasaan dari setiap (a#el terse#ut..

Meng!mp!lkan In"ormasi

• ,e'ara %la#%rati(! sis"a men'ari

dan mengumpulan #e#erapa (a#el

pende dan sederhana dari

#er#agai sum#er! termasu dari

internet! (ilm! %ran! majalah! #uu

tes! ds#.

• ,is"a mem#a'a rujuan dari

#er#agai sum#er! termasu #uu

tes! untu mengetahui (ungsi


(a#el.

• -ingat etepatan

unsur e#ahasaan:

tata #ahasa! %sa

ata! u'apan! teanan

ata! int%nasi! ejaan!

tanda #a'a! erapihan

tulisan tangan.

• ,iap tanggung

ja"a#! erjasama!

'inta damai! dan

per'aya diri yang

menyertai tindaan

memahami isi pesan

(a#el.

,A%A P&'ILAIA':

Kinerja (praktik*

Menganalisis isi pesan

(a#el.

-bser.asi:

dengan #enar

dan aurat

• %nt%h tes

dari sum#er

%tenti

• ,um#er dari

internet!

seperti:

- """.dailye

nglish.'%m

- http:**ameri'

anenglish.st

ate.g%*(iles

*ae*res%ur'e

_(iles

- http:**learne

nglish.#ritish'%un'il.%rg

*en*

- https:**""".

g%%gle.'%m*

http://www.dailyenglish.com/


http://americanenglish.state.gov/files/ae/resource_files





http://learnenglish.britishcouncil.org/en/




https://www.google.com/

















Alokasi

akt!

S!mber

Belajar

%ntinu%us -ense

(2)Kalimat langung dan

tida langsung

(3)K%sa ata: t%%h

#inatang dalam (a#el!tempat dan #enda+

#enda terait t%%h

(4)5der#ia penghu#ung

"atu: first, then, after

that, before, at last,

finally! ds#.

(5)5der#ia dan (rasa

prep%sisi%nal penunju

"atu: a long time

ago, one day, in the

morning, the next day!

immediately! ds#.

(6)enggunaan n%minal

singular dan plural

se'ara tepat! dengan

atau tanpa a, the, this,

those, my, their ! ds#

se'ara tepat dalam

(rasa n%minal

e#ahasaan dari (a#el.

• ,is"a mem#a'a semua (a#el yang

telah terumpul ts#.! se'ara le#ih

'ermat dengan 'ara

mengidenti(iasi dan

menye#utan:

- (ungsi s%sial setiap tes

- t%%h! tempat! "atu! terjadinya

'erita

- risis yang terjadi terhadap

t%%h

- ahir 'erita di mana risis

#erahir

- %mentar atau penilaian umum

tentang (a#el $%psi%nal! jia

ada&

- %sa ata! tata #ahasa! u'apan!

teanan ata! ejaan! tanda #a'a

yang digunaan

Mengasosiasi

• ,is"a mem#andingan (ungsi

$penilaian yang

#ertujuan untu

mem#erian #alian

se'ara le#ih 'epat&

• 6#serasi terhadap

tindaan sis"a #erusaha memahami

dan menganalisis isi

pesan (a#el pende

dan sederhana.

• 6#serasi terhadap

esungguhan!

tanggung ja"a#! dan

erja sama sis"a

dalam pr%ses

pem#elajaran di

setiap tahapan.

Penilaian $iri:

ernyataan sis"a se'ara

tertulis dalam jurnal

#elajar sederhana

#er#ahasa Ind%nesia

tentang pengalaman

#elajar menganalisis






Alokasi

akt!

S!mber

Belajar

(7)7'apan! teanan ata!

int%nasi

(8)jaan dan tanda #a'a

(9)-ulisan tangan

Topik

erita yang mem#erian

eteladanan tentang

perilau jujur! disiplin!

per'aya diri! erjasama!

dan #ertanggung ja"a#.


e#ahasaan dari #e#erapa (a#el

yang telah diumpulan dari

#er#agai sum#er terse#ut di atas.

• ,is"a memper%leh #alian

$ feedback & dari guru dan teman

tentang hasil analisis merea

tentang (ungsi s%sial! strutur tes!

dan unsur e#ahasaan yang

digunaan dalam (a#el yang merea

#a'a.

Mengkom!nikasikan

• ,is"a menyampaian #e#erapa

(a#el pende dan sederhana yang

telah di#a'anya epada teman+

temannya! dengan 'ara antara lain

mem#a'aan! menyalin dan

mener#itan di majalah dinding!

#ertanya ja"a#! mem#ahas

pandangan masing+masing tentang

isi (a#el! ds#.

• ,is"a #erupaya mem#a'a se'ara

lan'ar dengan u'apan! teanan ata!

int%nasi yang #enar dan menulis

(a#el! termasu

emudahan dan

esulitannya.

Tes tert!lis

Mem#a'a tes yangmenuntut pemahaman

tentang (a#el.

Porto"olio

• Kumpulan hasil

analisis tentang

#e#erapa (a#el yang

telah di#uat.

• em#ar s%al dan hasil

tes






Alokasi

akt!

S!mber

Belajar

dengan ejaan dan tanda #a'a yang

#enar! serta tulisan yang jelas dan

rapi.

• ,is"a mem#i'araan permasalahan

yang dialami dalam memahami

(a#el dan menulisannya dalam

jurnal #elajar sederhana dalam

#ahasa Ind%nesia.

•




%&',A'A P&LAKSA'AA' P&MB&LAA%A' (%PP*

Sat!an Pen$i$ikan : Sekolah Menengah Pertama

Mata Pelajaran : Bahasa Inggris

Kelas / Semester : VIII/0

Materi Pokok : 'arrati.e te1t

Alokasi akt! : 23 1 45 menit (6 P*

Komptensi Dasar:

1.1 Mensyuuri esempatan dapat mempelajari #ahasa Inggris se#agai #ahasa pengantar%muniasi Internasi%nal yang di"ujudan dalam semangat #elajar

Indiat%r:

Menunjuan rasa syuur dalam mempelajari #ahasa Inggris se#agai #ahasa

pengantar %muniasi internasi%nal.

2.) Menunjuan perilau tanggung ja"a#! peduli! erjasama! dan 'inta damai! dalam

melasanaan %muniasi (ungsi%nal.

,u# K3

Menunjuan perilau tanggung ja"a# dalam melasanaan %muniasi (ungsi%nal.

Indiat%r:

Menunjuan perilau tanggung ja"a# dalam melasanaan %muniasi (ungsi%nal di

dalam tes narati( #er#entu (a#el.

).14 Memahami (ungsi s%sial! strutur tes! dan unsur e#ahasaan dari tes narati( #er#entu

(a#el! sesuai dengan %ntes penggunaannya

Indiat%r:

1. Menye#utan ma'am+ma'am tes narati(.

2. Menye#utan (ungsi s%sal tes narati( #er#entu (a#el.

). Menentuan strutur tes narati( #er#entu (a#el.

4. Menentuan unsur e#ahasaan dari tes narati( #er#entu (a#el.




4.18 Menangap mana tes narati( lisan dan tulis! #er#entu (a#el pende dan sederhana

penggunaannya

Indiat%r:

27 Menjelasan isi tes dalam tes narati( #er#entu (a#el.

07 Menye#utan re(erensial dalam tes tulis narrative #er#entu fable.

87 Mengidenti(iasi mana ata dalam tes tulis narrative #er#entu fable.

47 Menganalisis in(%rmasi rin'i dalam tes tulis narrative berbentuk fable.

97 Menelaah isi p%% dalam "a'ana m%n%l%g #er#entu narrative berbentuk fable.

37 Mengidenti(iasi mana ata dalam "a'ana m%n%l%g lisan #er#entu narrative

berbentuk fabel .

7 Menye#utan in(%rmasi rin'i dalam "a'ana m%n%l%g lisan #er#entu narrative

berbentuk fabel .

I7 T!j!an Pembelajaran:

1. 3iperlihatan tes narati( #er#entu (a#el! sis"a dapat menunjuan

rasa syuur dalam mempelajari #ahasa Inggris se#agai #ahasa pengantar %muniasi

internasi%nal7

2. 3iperlihatan tes narati( #er#entu (a#el! sis"a dapat menunjuan

perilau tanggung ja"a# dalam melasanaan %muniasi (ungsi%nal di dalam tes

narati(.

). 3iperlihatan ) tes narati( ! sis"a dapat menye#utan jenis tes

narati(.

4. 3iperlihatan tes narati( #er#entu (a#el! sis"a dapat menye#utan

(ungsi s%sial tes narati( #er#entu (a#el.

. 3iperlihatan tes narati( #er#entu (a#el! sis"a dapat menentuan

strutur tes narati( #er#entu (a#el.. 3iperlihatan tes narati( #er#entu (a#el! sis"a dapat menenetuan

unsur e#ahasaan dari tes narati( #er#entu (a#el.

;. 3i#erian pertanyaan tentang tes narati( #er#entu (a#le! sis"a dapat

menjelasan isi tes dalam tes narati( #er#entu (a#le dengan #enar.

8. 3i#erian 2 pertanyaan mengenai re(erensial! sis"a dapat

menye#utan re(erensial dalam tes tulis #er#entu narrative berbentuk fable, 1

diantaranya #enar.

9. 3i#erian 2 pertanyaan mengenai mana ata! sis"a dapat

mengidenti(iasi mana ata dalam tes tulis narrative #er#entu fable, 1 diantaranya

#enar.




10. 3i#erian ) pertanyaan tentang in(%rmasi rin'i! sis"a dapat

menganalisis in(%rmasi rin'i dalam tes tulis #er#entu narrative berbentuk fabel ! 2

diantaranya #enar.

11. 3i#erian pertanyaan mengenai tes (a#le! sis"a dapat menelaah isi

p%% dalam "a'ana m%n%l%g #er#entu narrative berbentuk fable dengan #enar.12. 3i#erian 4 pertanyaan tentang in(%rmasi rin'i! sis"a dapat

menye#utan in(%rmasi rin'i dalam "a'ana m%n%l%g lisan #er#entu narrative

berbentuk fable, ) diantaranya #enar.

27 Materi Ajar:

Teks naratif, berbentuk fabel pendek dan sederhana

Fungsi sosial

Memperoleh hiburan, menghibur dan mengajarkan nilai-nilai luhur melalui cerita

dengan tokoh binatang.

Struktur text

(gagasan utama dan informasi rinci)

a.Memperkenalkan tokoh, tempat, waktu, terjadinya cerita (orientasi).

b.Memberikan penilaian (evaluasi) tentang situasi dan kondisi terjadinya cerita.

c.Memaparkan krisis yang terjadi terhadap tokoh utama (komplikasi)

d.Memaparkan akhir cerita, di mana krisis berakhir (resolusi) dengan bahagia atau

sedih

e.Memberikan alasan atau komentar umum (reorientasi), opsional.

Unsur kebahasaan

(1)Tata bahasa: Simple Past tense, Past Continuous Tense

(2)Kalimat langung dan tidak langsung

(3)Kosa kata: tokoh binatang dalam fabel, tempat dan benda-benda terkait tokoh

(4)Adverbia penghubung waktu: first, then, after that, before, at last, finally, dsb.

(5)Adverbia dan frasa preposisional penunjuk waktu:a long time ago, one day, in the

morning, the next day,immediately, dsb.

(6)Penggunaan nominal singular dan plural secara tepat, dengan atau tanpaa, the,

this, those, my, their, dsb secara tepat dalam frasa nominal

(7)Ucapan, tekanan kata, intonasi

(8)Ejaan dan tanda baca

(9)Tulisan tangan

Topik

Cerita yang memberikan keteladanan tentang perilaku jujur, disiplin, percaya diri,

kerjasama, dan bertanggung jawab.

2. Meto$e Pembelajaran:

S)ienti"i) Approa)h




87 Langkah;Langkah Pembelajaran

A7 Kegiatan A<al: $10 menit&13. Guru memberi salam;

14. Guru memeriksa kehadiran siswa;15. Persiapan: guru mengingatkan kembali pengetahuan/ketrampilan yang telahdimiliki siswa dengan jalan mengajukan pertanyan-pertanyaan dan menunjukkanhubungannya dengan pengetahuan/keterampilan yang akan dipelajari.

1. Guru menyampaikan tujuan pembelajaran

67 Kegiatan Inti $0 menit&

Kegiatan ,is"a atatan <uru

Mengamati

•3iperlihatan #e#erapa tes narati(!sis"a menentuan jenis dari tes narati(

terse#ut.

• ,is"a mem#a'a '%nt%h+'%nt%h tes

fable lain yang di#erian %leh guru.

• ,is"a mendengaran '%nt%h+'%nt%h

tes fable yang di#a'aan %leh guru

untu memahami isi pesannya.

Menan+a

• 3engan #im#ingan dan arahan guru!

sis"a menanyaan ata+ata sulit dari

tes yang didengar dan di#a'a.


sis"a menanyaan dan

mempertanyaan tentang (ungsi s%sial!

strutur tes! dan unsur e#ahasaan dari

setiap (a#el terse#ut.




Meng!mp!lkan In"ormasi


sis"a menye#utan ma'am+ma'am

tes narati( dan menye#utan

per#edaanya.• 3engan #im#ingan dan arahan guru!

sis"a menentuan (ungsi s%'ial dari

tes narati( #er#entu fable.


sis"a mengidenti(iasi strutur tes

narati( #er#erntu fable.


sis"a menentuan unsure e#ahasaan

dari tes narati( #er#entu fable.

• ,is"a men'ari dan mengumpulan #e#erapa (a#el pende dan sederhana

dari #er#agai sum#er! termasu dari

internet! (ilm! %ran! majalah! #uu

tes! ds#.

• ,is"a mem#a'a rujuan dari #er#agai

sum#er! termasu #uu tes! untu

mengetahui (ungsi s%sial! strutur tes!

dan unsur e#ahasaan dari (a#el.


sis"a mem#a'a semua (a#el yang telah

terumpul ts#.! se'ara le#ih 'ermat

dengan 'ara mengidenti(iasi dan

menye#utan:

- t%%h! tempat! "atu! terjadinya

'erita

- risis yang terjadi terhadap t%%h

- ahir 'erita di mana risis #erahir

- %mentar atau penilaian umum

tentang (a#el $%psi%nal! jia ada&

- %sa ata! tata #ahasa! u'apan!

teanan ata! ejaan! tanda #a'a yang

digunaan




Mengasosiasi

• ,is"a mem#andingan (ungsi s%sial!

strutur tes! dan unsur e#ahasaan dari

#e#erapa (a#el yang telah diumpulan

dari #er#agai sum#er terse#ut di atas.• ,is"a memper%leh #alian $ feedback &

dari guru dan teman tentang hasil

analisis merea tentang (ungsi s%sial!

strutur tes! dan unsur e#ahasaan

yang digunaan dalam (a#el yang

merea #a'a.

Mengkom!nikasikan

• ,is"a menja"a# pertanyaan dari tes

yang diperlihatan mengenai:

1. Isi tes

2. =e(erensial

). Mana ata

4. in(%rmasi rin'i

• ,is"a menja"a# pertanyaan dari tes

yang diperdengaran mengenai:

1. Isi p%%

2. Mana ata

). In(%rmasi rin'i

• ,is"a #erupaya mem#a'a se'ara lan'ar

dengan u'apan! teanan ata! int%nasi

yang #enar dan menulis dengan ejaan

dan tanda #a'a yang #enar! serta tulisan

yang jelas dan rapi.

• ,is"a mem#i'araan permasalahan

yang dialami dalam memahami (a#el

dan menulisannya dalam jurnal #elajar

sederhana dalam #ahasa Ind%nesia

=7 Kegiatan Akhir $10 menit&

1. <uru menjelasan e#erhasilan sis"a.

2. <uru menunjuan eurangan+eurangan yang masih dilauan.

). <uru menyimpulan egiatan yang #aru dilauan.

4. <uru menyampaian ren'ana pem#elajaran untu pertemuan #eriutnya.

. <uru mem#eri salam.




47 Alat/Bahan/S!mber Belajar

• Buku Teks wajib

• Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan

komunikasi interpersonal/ transaksional dengan benar dan akurat

• Contoh teks naratif berbentuk fabel dari sumber otentik

• Sumber dari internet, seperti:

- www.dailyenglish.com

- http://americanenglish.state.gov/files/ae/resource_files

- http://learnenglish.britishcouncil.org/en/

- https://www.google.com/

. enilaian

1. -ujuan em#elajaran! teni! dan innstrumen

-ujuan em#elajaran -eni Instrumen

1. 3iperlihatan tes narati( #er#entu

(a#el! sis"a dapat menunjuan rasa

syuur dalam mempelajari #ahasaInggris se#agai #ahasa pengantar

%muniasi internasi%nal7

Pengamatan sikap Lembar Pengamatan

sikap

2. 3iperlihata

n tes narati( #er#entu (a#el! sis"a

dapat menunjuan perilau

tanggung ja"a#! peduli! erjasama

dalam melasanaan %muniasi

(ungsi%nal di dalam tes narati(.

Pengamatan sikap Lembar Pengamatan

sikap

). 3iperlihata

n ) tes narati( sis"a dapat

menye#utan jenis tes narati(.

In(%rmal

assessment

-ea'her>s (eed#a'












4. 3iperlihata


dapat menye#utan (ungsi s%sial

tes narati( #er#entu (a#el.

In(%rmal

assessment

-ea'her>s (eed#a'

. 3iperlihata


dapat menentuan strutur tes

narati( #er#entu (a#el.

In(%rmal

assessment

-ea'her>s (eed#a'

. 3iperlihata


dapat menenetuan unsur

e#ahasaan dari tes narati(

#er#entu (a#el.

In(%rmal

assessment

-ea'her>s (eed#a'

;. 3i#erian

pertanyaan tentang tes narati(

#er#entu (a#le! sis"a dapat

menjelasan isi tes dalam tes

narati( #er#entu (a#le dengan #enar.

-es tulis

8. 3i#erian 2 pertanyaan mengenai

re(erensial! sis"a dapat

menye#utan re(erensial dalam tes

tulis #er#entu narrative berbentuk

fable, 1 diantaranya #enar.

-es tulis

9. 3i#erian 2 pertanyaan mengenai

mana ata! sis"a dapat

mengidenti(iasi mana ata dalam

tes tulis narrative #er#entu fable,

1 diantaranya #enar.

-es tulis




10. 3i#erian )

pertanyaan tentang in(%rmasi rin'i!

sis"a dapat menganalisis in(%rmasi

rin'i dalam tes tulis #er#entu

narrative berbentuk fabel ! 2

diantaranya #enar.

-es tulis

11. 3i#erian

pertanyaan mengenai tes (a#le!

sis"a dapat menelaah isi p%%

dalam "a'ana m%n%l%g #er#entu

narrative berbentuk fable dengan

#enar.

-es tulis

12. 3i#erian 4

pertanyaan tentang in(%rmasi rin'i!

sis"a dapat menye#utan in(%rmasi

rin'i dalam "a'ana m%n%l%g lisan

#er#entu narrative berbentuk fable,

) diantaranya #enar.

-es tulis

Learning Assessment

Toba Lake

6n'e up%n a time! there "as a man "h% "as liing in n%rth ,umatra. ?e lied in a

simple hut in a (arming (ield. ?e did s%me gardening and (ishing (%r his daily li(e.

6ne day! "hile the man "as d% (ishing! he 'aught a #ig g%lden (ish in his trap. It "as the

#iggest 'at'h "hi'h he eer had in his li(e. ,urprisingly! this (ish turned int% a #eauti(ul

prin'ess. ?e (elt in l%e "ith her and pr%p%sed her t% #e his "i(e. ,he said@ ABes! #ut y%u

hae t% pr%mise n%t t% tell any%ne a#%ut the se'ret that I "as %n'e a (ish! %ther"ise there

"ill #e a huge disasterC. -he man made the deal and they g%t married! lied happily and

had a daughter.

Fe" years later! this daughter "%uld help #ringing lun'h t% her (ather %ut in the (ields.

6ne day! his daughter "as s% hungry and she ate his (ather>s lun'h. 7n(%rtunately! he

(%und %ut and g%t (uri%us! and sh%uted@ AB%u damned daughter %( a (ishC. -he daughter

ran h%me and ased her m%ther. -he m%ther started 'rying! (elt sad that her hus#and had

#r%en his pr%mise.




-hen she t%ld her daughter t% run up the hills #e'ause a huge disaster "as a#%ut t% '%me.

Dhen her daughter le(t! she prayed. ,%%n there "as a #ig earthEuae (%ll%"ed #y n%n+

st%p p%uring rain. -he "h%le area g%t (l%%ded and #e'ame -%#a ae. ,he turned int% a

(ish again and the man #e'ame the island %( ,am%sir.

The Apple Tree An$ A Bo+

6n'e up%n a time! there "as a huge apple tree "hi'h gae tasty apples t% the pe%ple

ar%und it. -here "as als% a little #%y "h% #e'ame a 'l%se (riend t% the apple tree. -he

#%y used t% play "ith apple tree! 'lim# its #ran'hes! sleep under its shad%"! plu' its

apples! et'. ery day he isited the apple tree! and ate s%me apples. -he apple tree "as

ind t% the #%y and enj%ying spending time t%gether.6ne day! the #%y j%ined in s'h%%l

and didn>t hae a time t% spend "ith apple tree. 5(ter seeral days! the #%y 'ame t% the

tree. -he apple tree "as s% happy t% see the #%y. It ased the #%y t% play.

7n(%rtunately! the #%y said he "as n%t a 'hild anym%re. ?e didn>t "ant t% play "ith the

tree. ut he ased an%ther reEuest t% the apple tree.

-he tree ased "hat the #%y "anted. -he #%y said he needed t%ys! #ut his parents didn>t

hae m%ney t% #uy it (%r him.

-he tree said! A3ear my #%y! i d%n>t hae any m%ney t% #uy it (%r y%u! #ut y%u 'an pi'

my apples! then sell them! get m%ney and #uy the t%ys y%u "ant.C

-he #%y "ent happily t% his h%me a(ter plu'ing apples. -he tree "as "aiting t% see the

#%y return. ut he neer 'ame #a' (%r many years.

-he apple tree "as sad and it didn>t pr%du'e any apples anym%re.

Direction 1: read the following text! identify the kind of those narrative text above!

A Fox and A Cat

One day a cat and a fox were having a conversation. The fox, who was a conceited

creature, boasted how clever she was. 'Why, I know at least a hundred tricks to get away

from our mutual enemies, the dogs,' she said.

'I know only one trick to get away from dogs,' said the cat. 'You should teach mesome of yours'

'Well, maybe some day, when I have the time, I may teach you a few of the

sim!ler ones,' re!lied the fox airily.

"ust then they heard the barking of a !ack of dogs in the distance. The barking

grew louder and louder # the dogs were coming in their direction $t once the cat ran to

the nearest tree and climbed into its branches, well out of reach of any dog. 'This is the

trick I told you about, the only one I know,' said the cat. 'Which one of your hundred

tricks are you going to use%'

The fox sat silently under the tree, wondering which trick she should use. &efore

she could make u! her mind, the dogs arrived. They fell u!on the fox and tore her to

!ieces.




The Ant An$ The >rasshopper

6ne summer day! there "as a grassh%pper "h% 'hirped and sang a#%ut its heart

'%ntent. -hen! an ant passed #y! #earing a s"eet 'andy that he "as taing t% his

nest.CDhy d%n>t y%u '%me and sing "ith me instead %( m%iling and t%iling a"ayC

-he grassh%pper said.

AI am preparing the (%%ds (%r the "inter. B%u hae t% d% the same.C the ant replied.ADhy I d%n>t hae any "%rries a#%ut "inter. I hae g%t plenty %( (%%ds.C said the

grassh%pper.

ut the ant le(t the grassh%pper and '%ntinued its t%il. -hen! the "inter 'ame! the

grassh%pper (%und there "as n% (%%d le(t t% eat. It "as s% hungry. -he grassh%pper

remem#ered "hen it sa" the ants '%lle'ting the (%%ds in summer (%r the st%' in

"inter.

-hen the grassh%pper ne" he "as s% "r%ng didn>t (%ll%" the ant in '%lle'ting the

(%%ds.

Direction : identify the social function of the text abovet!

Direction : identify the generic structure of the text above!

Direction ": identify the language features of the text above!

Direction #: read the text below and answer the following $uestions!

T<o D!)ks an$ a T!rtle

-"% du's "h% lied in a #ig lae had a (riend "h% "as a turtle. 6ne year there "as a ery

little rain and the lae #egan t% dry up.

6ne %( the du's said t% the %ther! A,%%n! there>ll #e n% "ater in this lae. et>s g% and l%%

(%r laeC. ABes! ans"ered the se'%nd du'! Aut (irst let>s say g%%d #ye t% %ur (riend! the

turtle.C Dhen the+ t%ld the turtle they "ere g%ing t% leae! he said! AI>ll die here "ith%ut any

"ater and "ith%ut any (riends. -ae me "ith y%u.C

A-he du's ans"ered! ADe 'an>t. De are g%ing t% (ly! and y%u hae n% "ings.C

A-he turtle th%ught (%r a minute and then said! Aplease "ait here.C

-hen the turtle "ent a"ay and (%und a str%ng! straight sti'. ?e #r%ught it #a' t% his (riends!

put the middle %( it in his m%uth and said! AG%" i( ea'h %( y%u taes me %ne end %( the sti'

in his m%uth! y%u 'an li(t me up and 'arry me "ith y%u.C

A -hat is danger%us!C said the du's! Ai( y%u try t% tal "hile "e>re 'arrying y%u thr%ugh the

air! y%u "%n>t #e a#le t% h%ld the sti'! s% y%u>ll (all d%"n al%ng "ay and #rea y%ur shell.C

Aall right!C ans"ered the turtle! AI pr%mise n%t t% tal "hile "e>re in the air. ,% the du's t%%

the sti' and (le" a"ay! "ith the turtle #et"een them.

5ll "ent "ell until they "ere (lying %er a t%"n. -hen s%me pe%ple sa" them and sh%uted!

A%%! th%se du's are 'arrying a 'atHC-he turtle g%t ery angry! A5 'at I>m n%t C he said!




#ut he did n%t get any (urther! #e'ause "hen he %pened his m%uth! the sti' 'ame %ut %( his

m%uth and the p%%r turtle (ell t% the gr%und

%uestions

1. Dhat is the teJt a#%ut2. Dhat d%es the #%ld "%rd Athe+C re(er t%

). Dhat d%es the #%ld "%rd AheC re(er t%

4. Dhat d%es the "%rd AshellC mean

. Dhat d%es the "%rd A"ingC mean

. Dhy "as the t"% du's g%ing t% m%e

;. Dhat did the turtle as t% the t"% du's

8. Dhy did the turtle (elt t% the gr%und

Direction &: listen to the recording and answer the following $uestion

A <ol" an$ a >oat

5 "%l( sa" a g%at grazing at the edge %( a high 'li((. -he "%l( sma'ed his lips at the th%ught

%( at (ine g%at dinner. AMy dear (riend!C said the "%l( in his s"eetest %i'e! Aaren>t y%u a(raid

y%u "ill (all d%"n (r%m that 'li(( %me d%"n here and graze %n this (ine grass #eside me %n

sa(e! leel gr%und.C

AG%! than y%u!C said the g%at.

ADell then!C said the "%l(! Aaren>t y%u '%ld up there in the "ind B%u "%uld #e "armer

grazing d%"n here #eside me in this sheltered area.C

AG%! than y%u!C said the g%at.

Aut the grass tastes #etter d%"n hereHC said the eJasperated "%l(! A"hy dine al%neC

AMy dear "%l(!C the g%at (inally said! Aare y%u Euite sure that it is my dinner y%u are

"%rrying a#%ut and n%t y%ur %"nC

%uestions!

1. Dhat d%es the speaer tell us a#%ut

2. Dh% "ere the 'hara'ters %( the st%ry that y%u hear

). Dhat did the "%l( suggest t% the g%at

4. 3id the g%at a''ept the "%l(>s suggesti%n

. Dhat did the g%at say in the last




L&A%'I'> S?&&T

The Smartest Parrot

6n'e up%n time! a man had a "%nder(ul parr%t. -here "as n% %ther parr%t lie it. -he parr%t

'%uld say eery "%rd! eJ'ept %ne "%rd. -he parr%t "%uld n%t say the name %( the pla'e

"here it "as #%rn. -he name %( the pla'e "as atan%.-he man (elt eJ'ited haing the smartest parr%t #ut he '%uld n%t understand "hy the

parr%t "%uld n%t say atan%. -he man tried t% tea'h the #ird t% say atan% h%"eer the

#ird ept n%t saying the "%rd.

5t the (irst! the man "as ery ni'e t% the #ird #ut then he g%t ery angry. AB%u stupid

#irdHC p%inted the man t% the parr%t. ADhy 'an>t y%u say the "%rd ,ay atan%H 6r I

"ill ill y%uC the man said angrily. 5lth%ugh he tried hard t% tea'h! the parr%t "%uld n%t

say it. -hen the man g%t s% angry and sh%uted t% the #ird %er and %er@ A,ay atan% %r

I>ll ill y%uC. -he #ird ept n%t t% say the "%rd %( atan%.

6ne day! a(ter he had #een trying s% many times t% mae the #ird say atan%! the man

really g%t ery angry. ?e '%uld n%t #ear it. ?e pi'ed the parr%t and thre" it int% the

'hi'en h%use. -here "ere (%ur %ld 'hi'ens (%r neJt dinner AB%u are as stupid as the'hi'ens. /ust stay "ith themC ,aid the man angrily. -hen he '%ntinued t% hum#le@

AB%u n%"! I "ill 'ut the 'hi'en (%r my meal. GeJt it "ill #e y%ur turn! I "ill eat y%u

t%%! stupid parr%tC. 5(ter that he le(t the 'hi'en h%use.

-he neJt day! the man 'ame #a' t% the 'hi'en h%use. ?e %pened the d%%r and "as

ery surprised. ?e '%uld n%t #eliee "hat he sa" at the 'hi'en h%use. -here "ere

three death 'hi'ens %n the (l%%r. 5t the m%ment! the parr%t "as standing pr%udly and

s'reaming at the last %ld 'hi'en@ A,ay atan% %r I>ll hit y%uC.

Toba Lake

6n'e up%n a time! there "as a man "h% "as liing in n%rth ,umatra. ?e lied in a

simple hut in a (arming (ield. ?e did s%me gardening and (ishing (%r his daily li(e.

6ne day! "hile the man "as d% (ishing! he 'aught a #ig g%lden (ish in his trap. It "as the

#iggest 'at'h "hi'h he eer had in his li(e. ,urprisingly! this (ish turned int% a #eauti(ul

prin'ess. ?e (elt in l%e "ith her and pr%p%sed her t% #e his "i(e. ,he said@ ABes! #ut y%u

hae t% pr%mise n%t t% tell any%ne a#%ut the se'ret that I "as %n'e a (ish! %ther"ise there

"ill #e a huge disasterC. -he man made the deal and they g%t married! lied happily and

had a daughter.

Fe" years later! this daughter "%uld help #ringing lun'h t% her (ather %ut in the (ields.

6ne day! his daughter "as s% hungry and she ate his (ather>s lun'h. 7n(%rtunately! he




(%und %ut and g%t (uri%us! and sh%uted@ AB%u damned daughter %( a (ishC. -he daughter

ran h%me and ased her m%ther. -he m%ther started 'rying! (elt sad that her hus#and had

#r%en his pr%mise.

-hen she t%ld her daughter t% run up the hills #e'ause a huge disaster "as a#%ut t% '%me.

Dhen her daughter le(t! she prayed. ,%%n there "as a #ig earthEuae (%ll%"ed #y n%n+

st%p p%uring rain. -he "h%le area g%t (l%%ded and #e'ame -%#a ae. ,he turned int% a

(ish again and the man #e'ame the island %( ,am%sir.

The Apple Tree An$ A Bo+

6n'e up%n a time! there "as a huge apple tree "hi'h gae tasty apples t% the pe%ple

ar%und it. -here "as als% a little #%y "h% #e'ame a 'l%se (riend t% the apple tree. -he

#%y used t% play "ith apple tree! 'lim# its #ran'hes! sleep under its shad%"! plu' its

apples! et'. ery day he isited the apple tree! and ate s%me apples. -he apple tree "as

ind t% the #%y and enj%ying spending time t%gether.6ne day! the #%y j%ined in s'h%%l

and didn>t hae a time t% spend "ith apple tree. 5(ter seeral days! the #%y 'ame t% thetree. -he apple tree "as s% happy t% see the #%y. It ased the #%y t% play.

7n(%rtunately! the #%y said he "as n%t a 'hild anym%re. ?e didn>t "ant t% play "ith the

tree. ut he ased an%ther reEuest t% the apple tree.

-he tree ased "hat the #%y "anted. -he #%y said he needed t%ys! #ut his parents didn>t

hae m%ney t% #uy it (%r him.

-he tree said! A3ear my #%y! i d%n>t hae any m%ney t% #uy it (%r y%u! #ut y%u 'an pi'

my apples! then sell them! get m%ney and #uy the t%ys y%u "ant.C

-he #%y "ent happily t% his h%me a(ter plu'ing apples. -he tree "as "aiting t% see the

#%y return. ut he neer 'ame #a' (%r many years.

-he apple tree "as sad and it didn>t pr%du'e any apples anym%re.

Direction 1: read the following text! identify the kind of those narrative text above!

The Rabbit and The Bear

6n'e up%n a time! there lied a #ear and a ra##it. -he ra##it is a g%%d sh%t. In '%ntrary! the

#ear is al"ays 'lumsy and '%uld n%t use the arr%".

6ne day! the #ear 'alled %er the ra##it and ased the ra##it t% tae his #%" and arr%"s.

-he ra##it "as (earing t% ar%use the #ear>s anger s% he '%uld n%t re(use it. ?e "ent "ith the

#ear and sh%t en%ugh #u((al% t% satis(y the hungry (amily. Indeed he sh%t and illed s% many

that there "ere l%ts %( meats le(t a(ter. ?%"eer the #ear did n%t "ant the ra##it t% get any %(

the meat. -he ra##it '%uld n%t een taste the meat. -he p%%r ra##it "%uld hae t% g% h%me

hungry a(ter his hard day>s "%r.




-he #ear "as the (ather %( (ie 'hildren. F%rtunately! the y%ungest 'hild "as ery ind t% the

ra##it. ?e "as ery hearty eater. -he m%ther #ear al"ays gae him an eJtra large pie'e %(

meat #ut the y%ungest 'hild did n%t eat it. ?e "%uld tae it %utside "ith him and pretended t%

play #all "ith the meat. ?e i'ed t%"ard the ra##it>s h%use.Dhen he g%t 'l%se t% the d%%r he

"%uld gie the meat "ith su'h a great i'. -he meat "%uld (ly int% the ra##it>s h%use.

In this "ay! the p%%r ra##it "%uld get his meal.

Direction : identify the social function of the tex abovet!

Direction : identify the generic structure of the text above!

Direction ": identify the language features of the text above!

Direction #: read the text below and answer the following $uestions!

The tiger' the buffalo' and the far(er

6ne day! a tiger sa" the (armer and his #u((al% "%ring in the (ield. -he tiger "as ery

surprised t% see a #ig animal listening t% a small animal. ?e "anted t% n%" m%re a#%ut the

#ig animal and the small animal.

5(ter the man "ent h%me! the tiger sp%e t% the #u((al%@ A+o! are s% #ig and str%ng. Dhy d%

y%u d% eerything the man tells y%uC -he #u((al% ans"ered@ A%h! the man is ery

intelligentC.

-he tiger ased@ A'an y%u tell me h%" intelligent he isC. AG%! I 'an>t tell y%uC! said the #u((al%@ A#ut y%u 'an as himC

,% the neJt day the tiger ased t% the man@ Aan I see y%ur intelligen'eC. ut the man

ans"ered@ Ait at h%meC. Aan y%u g% and get itC ased the tiger. ABesC said the man@ A#ut I

am a(raid y%u "ill ill my #u((al% "hen I am g%ne. an I tie y%u t% a treeC

5(ter the man tied the tiger t% the tree! he didn>t g% h%me t% get his intelligen'e. ?e t%% his

pl%ugh and hit the tiger. -hen he said@ AG%" y%u n%" a#%ut my intelligen'e een y%u

haen>t seen it.

%uestions

1. Dhat is the teJt a#%ut

2. Dhat d%es the #%ld "%rd A?eC re(er t%

). Dhat d%es the #%ld "%rd A+o!C re(er t%

4. Dhat d%es the "%rd AintelligentC mean

. Dhat d%es the "%rd Apl%ughC mean

. Dh% "ere the 'ahara'ters %( the teJt

;. Dhy did the #u((al% listen t% the man




8. ?%" did the man sh%" his intelligen'e

Direction &: listen to the recording and answer the following $uestion

The Ugl+ D!)kling

6ne up%n time! a m%ther du' sat %n her eggs. ,he (elt tired %( sitting %n them. ,he just

"ished the eggs "%uld #rea %ut.

,eeral days later! she g%t her "ish. -he eggs 'ra'ed and s%me 'ute little du'lings

appeared. eep! peep the little du'lings 'ried. Lua'! Eua' their m%ther greeted in

return.

?%"eer the largest egg had n%t 'ra'ed. -he m%ther du' sat %n it (%r seeral days. Finally!

it 'ra'ed and a huge ugly du'ling "addled %ut. -he m%ther du' l%%ed at him in surprise.

?e "as s% #ig and ery gray. ?e didnt l%% lie the %thers at all. ?e "as lie a tureyDhen the m%ther du' #r%ught the 'hildren t% the p%nd (%r their (irst s"imming less%n. -he

huge grey du'ling splashed and paddled a#%ut just as ni'ely as the %ther du'lings did.

-hat is n%t a turey 'hi'. ?e is my ery %"n s%n and Euite hands%me the m%ther said

pr%udly

?%"eer! the %ther animals didnt agree. -hey hissed and made (un %( him day #y day. en

his %"n sisters and #r%thers "ere ery unind. B%u are ery ugly they Eua'ed.

-he little p%%r du'ling "as ery unhappy. I "ish I l%%ed lie them he th%ught t% himsel(.

6ne day! the ugly du'ling run a"ay and hid in the #ushes. -he sad du'ling lied al%ne

thr%ugh the '%ld and sn%" "inter. Finally the spring (l%"ers #egan t% #l%%m. Dhile he "as

s"imming in the p%nd! he sa" three large "hite s"ans s"imming t%"ard him. 6h! dear.

these #eauti(ul #irds "ill laugh and pe' me t%% he said t% himsel(. ut the s"ans did n%t

atta' him. Instead! they s"am ar%und him and str%ed him "ith their #ills. 5s the ugly

du'ling #ent his ne' t% spea t% them! he sa" his re(le'ti%n in the "ater. ?e '%uld n%t

#eliee his eyes. I am n%t an ugly du'ling #ut a #eauti(ul s"am he eJ'laimed.

?e "as ery happy. Fr%m that day %n! he s"am and played "ith his ne" (riends and "as

happier than he had neer #een.

%uestions!

1. Dhat d%es the speaer tell us a#%ut

2. Dh% "ere the 'hara'ters %( the st%ry that y%u hear

). Dhat did the m%ther du' surprise at the last du'

4. Dhat did the ugly du' d% in the s"imming less%n

. Dhat is the m%ral alue %( the st%ry

http://pelajaran-mhz.blogspot.com/2013/08/narrative-text-ugly-duckling-update.html

http://pelajaran-mhz.blogspot.com/2013/08/narrative-text-ugly-duckling-update.html

Rpp K13 3.14 Smp Kls VIII bahasa inggris

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Transcript of Rpp K13 3.14 Smp Kls VIII bahasa inggris