SATUAN ACARA PEMELAJARAN -...

DESKRIPSI PEMELAJARAN

Model Pemelajaran Bahasa Inggris SMK dengan Kurikulum 2004 1

SUB KOMPETENSI

KRITERIA KINERJA

LINGKUP BELAJAR

MATERI POKOK PEMELAJARANSIKAP PENGETAHUAN KETERAMPILAN

A.3. Berterimakasih (Thanking)

[6 – 10 jam]

Berbagai macam ungkapan untuk menyatakan terima kasih digunakan secara tepat.

Phonology Relevant

Vocabulary and Expressions

Grammar: Present Perfect, Wh-questions, Prepositions; Thanks for….

Various communicative activities.

Logical Effective Efficient Accurate Appropri

ate Polite Friendly Courteou

s Fluent Confiden

t

Phonology: - Segment

als: Segmentals most frequently arise from the vocab & expressions used.

- Supra segmentals: Pronunciation, Stress, Pitch, Intonation, etc.

Vocabulary and expressions:- Expressions that

need response of thanks: * Congratulation on ….* Etc.

- Expressions used to show gratitude:* Thanks a lot.* Thank you.* Thanks in advance.* I’d like to express my deep

gratitude to you.* Many thanks.* That’s very kind of you.* Etc.

- Expressions used to respond to thanks:* Don’t mention it.* You are welcome.

Grammar: - Present Perfect

Simple- Wh-Question:

How long, how many times

Listening:- Completi

ng cloze texts (lyrics of songs, etc)

- Dictation.

- Listening for information.

Speaking:- Respond

ing with thanks to various situations (congratulation, etc.)

- Acting out dialogs containing thanking expressions.

- Giving oral announcements.

Reading:- Reading

for information: dialogs, letters, announcements, etc.

Writing:- Rearran

ging jumbled statements.

- Completing dialogs.

- Writing dialogs.

- Writing

SATUAN ACARA PEMELAJARAN (SAP)

PROGRAM : SEMUA PROGRAM KEAHLIANMATA DIKLAT/ KOMPETENSI

: BAHASA INGGRIS/ BERKOMUNIKASI DALAM BAHASA INGGRIS PADA LEVEL NOVICE

SUB-KOMPETENSI

: A-3 THANKING

WAKTU : 6 – 10 JAM @ 45 MENIT

Materi Pokok Pemelajaran

Substansi Non-

Instruksional

Metode Penilaian

Strategi/Skenario Proses Pemelajaran Waktu Sumber Belajar

dan Media

Vocabulary (incl. Phonology)Expressions that need response of thanks:- Congratulation on ....- Here’s your ....- Etc.Expressions used to express gratitude:- Thank you.- That’s very kind of

you.- Etc.

Life Skills:Cooperation

Observation

Warming up:a. Teacher asks students to

make groups of four.b. Teacher explains the rules of

the games.c. Students works in their groups

to arrange jumbled sentences.d. Teacher and students check

the result.e. Teacher checks students’

understanding on the meaning of the expressions.

20’ Mediaa. Cue cards


Expressions used to respond to thanks:- Don’t mention it.- You are welcome.- Etc.Pronunciation, stress, and intonation of the expressions being learned:- The phoneme / θ /

symbolized by ‘th’, such as in ‘thank’; ‘thorough’; ‘bath’; breath’; etc.

[Communicative activities are integrated]

Life Skills:Individual work Cooperation

Observation

Skills Practice:a. Teacher asks students to work

in their groups to classify the sentences into three categories: (1) those which need thank responses; (2) those used to express gratitude; and those used to respond to thanks.

b. Teacher monitors students’ work and checks the result.

c. Students practice pronouncing the expressions following the teacher: in chorus, in gorups, and then individually. [Teacher demonstrates the correct pronunciation, stress & intonation of the expressions. Teacher focuses on the phoneme / θ / for pronunciation practice].

25’ Mediab. Cue cardsLearning Resources c. English

Pronounc ing Dictionary

d. What to Say and How to Say it in English

e. Say what you mean in English


Oral Test d. Teacher asks students to work in pairs to make conversations based on situations given.

e. Teacher monitors students activity for evaluation.[Teacher takes evaluation format for speaking].

20’ Mediaf. Handout


Life Skills:Individual work/ Cooperation

Listening Test

f. Teacher get the students to work in pairs (the same pairs as the previous activitty or new ones) and explains what they have to do in the activity.

g. Teacher plays cassette or reads script containing conversations.

h. Students listen for comprehension and answer provided questions (T/F or Essay).

i. Teacher and students check and correct answers.

15’ Mediag. Cassette/

Script


Observation

j. Students work in pairs to make questions based on provided conversations.

k. Teacher monitors students’ work and offers help.

l. Students in turns read aloud each question they have composed.

m. Teacher gives comments and correction.

n. Students rewrite corrected questions.

o. Teacher uses conversations and questions developed by students for further practice like (f); (g); (h) and (i).

30’ Mediah. Handout


GrammarPresent Perfect Simple:- Verb form: have/has + past participle- Usage:Express completeness of an action.- Wh-questions:How longHow many timesSince when

Thanks for (noun/verb -ing):- Thanks for attending

my birthday party.- Thanks for the

coffee.- Etc.

Prepositions of Place:- For location.- For direction.

[Communicative activities are integrated]


Observation

Skills Practice:p. Students work in groups of

four to find main idea of reading text.

q. Students work in the same groups to answer questions for detailed information.

r. Students still work in the same groups to identify from the text sentences in Present Perfect Simple.

s. Teacher and students discuss the pattern, usage and question words used.

t. Students read aloud identified sentences following the teacher.[Teacher demonstrates the correct pronunciation, stress & intonation of the sentences, focusing on the phonemes / t /; / d / and / ıd / for pronunciation practice].

30’ Mediai. HandoutLearning Resourcesj. Practice and

Progressk. Uderstanding

and Using English Grammar

l. A Practical English Grammar

m. English Pronounc ing Dictionary

Life Skills:Individual work

Written test

u. Students write sentences by answering provided questions (with ‘How long’ ; ‘How many times’and ‘Since when’).

v. Students write sentences based on provided clues.

40’ Median. Handouto. Let’s Write

English


w. Students write questions using ‘How long’ ; ‘How many times’ and ‘Since when’ based on the sentences provided.

x. Students crosscheck the sentences based on answer key from teacher.


Observation

y. Teacher and students discuss the grammatical pattern ‘Thanks for (noun/verb -ing)’.

z. Students work in pairs to practice expressing thanks using the new pattern based on the clues provided.

aa. Teacher monitors students’ activity and offers help.[When marking is needed, teacher can take evaluation format for speaking].

40’ Mediap. Handout


Observation

bb. Teacher and students discuss the prepositions of place (for position and movement).

cc. Students work in pairs to write sentences using prepositions based on the clues provided.

dd. Teacher monitors students’ activity and offers help.

ee. Teacher and students check

25’ Mediaq. HandoutLearning Resourcesr. A Practical

English Grammar

s. Understanding and Using


the answers. English Grammar


Observation

ff. Students work in pairs to complete sentences with prepositions provided.

gg. Teacher monitors students’ activity and offers help.

hh. Teacher and students check the answers.

15’ Mediat. Handout

Summing up:ii. Teacher recaps material

students have learned.jj. Teacher closes the class by

having a riddle.

10’ Learning Resourcesu. Puzzles and

Games for Students

Sawangan, 31 Agustus 2004Guru Mata Diklat,

_________________________


MATERI PEMELAJARAN

These words are not in good order. Rearrange them to make sensible expressions.

1. the for greeting thanks card2. success on your student as the year of the congratulation3. John is jacket here your4. very you thank much5. Mr. Daryono and our guest come meet6. that kind is you very of7. Rudi is here you want the hammer8. ahead at the bank and go straight there is the cross road9. it don’t mention10. welcome are you

Write the sentences here:

1. _______________________________________________________.

2. _______________________________________________________.

3. _______________________________________________________.

4. _______________________________________________________.

5. _______________________________________________________.

6. _______________________________________________________.

7. _______________________________________________________.

8. _______________________________________________________.

9. _______________________________________________________.

10. _______________________________________________________.

Model Pemelajaran Bahasa Inggris SMK dengan Kurikulum 2004

ACTIVITY 1

8

These expressions are of three categories. Put them in the spaces provided.

1. Thanks for the greeting card.2. Congratulation on your success as the student of the year.3. Here is your jacket, John.4. Thank you very much.5. Come and meet our guest, Mr. Daryono.6. That is very kind of you.7. Here is the hammer you want, Rudi.8. Go straight ahead and the bank is there at the cross road.9. Don’t mention it.10. You are welcome.

Expressions need thank response

Thanking expressions Responses to thanking expressions


ACTIVITY 2

9

Work with your partner. Continue the dialogs with two or more lines.

1. John is going abroad next week.He meets his friend to say goodbye.

John : I am going abroad next week. David : Where are you going?John : To Italy. David : _____________________John : _____________________David : _____________________

2. Rudi must take a leave because his sister is waiting for him at home.Rudi : Well, I am afraid I must be off now.

You see, my sister isn’t very well. Dani : I am sorry to hear that.

Please give her my best regards.Rudi : _____________________Dani : _____________________

3. Tania asks the location of the post office.Tania : Excuse me. Andre : Yes?Tania : Is there a post office near here? Andre : Yes, there is.Tania : Is it far? Andre : _____________________Tania : _____________________Andre : _____________________

4. Teddy invites Rina to a party.Teddy : Would you like to come to a party? Rina : Well, I’d like to, but when is it?Teddy : On Saturday evening. Rina : What a pity!

I’m busy on Saturday.Teddy : What are you doing? Rina : _____________________Teddy : _____________________ Rina : _____________________Teddy : _____________________


ACTIVITY 3

10

Listen to this dialog and, then, answer the questions.

Mr. Black : Have we got everything? Pass port? Travel sickness pills?

Mrs. Black : Yes, I think so.Mr. Black : So, Mr. Green, thank you very much.

We’ve really enjoyed the visit.Mr. Green : It’s been a pleasure.

You must come again soon.Mrs. Black : That’s very kind of you.

But you must visit us next time.Mr. Green : Thank you.

Have a lovely time in Bali.Send us a postcard.

Mrs. Green : Yes, and have a safe journey.Mr. Black : Thank you again for everything.

In the spaces provided, write T when the statement is true, and write F when the statement is false.

1. _____ Mr. and Mrs. Black are having a trip.2. _____ Mr. and Mrs. Green are visiting the Black family.3. _____ Mrs. Black invites the Green family to her home next

time.4. _____ Mr. Black is enjoying the visit.5. _____ Mr. and Mrs. Green are going to visit Bali.6. _____ Mr. Green is looking forward to receiving a postcard

from Mr. Black.7. _____ Mr. Green hopes that Mr. and Mrs. Black will come

again.8. _____ Mr. and Mrs. Black are getting ready for the journey.9. _____ Mr. and Mrs. Green will send Mr. Black a postcard.10. _____ Mr. and Mrs. Green don’t want the Black family to visit

them again.


ACTIVITY 4

11

Work in pairs. Read each of the following conversations. Then, write questions for each of the conversations.

Number 1

Man : I don’t feel very well.Woman : What’s the matter?Man : I’ve got a terrible headache.Woman : You’d better take some aspirins.Man : All right, thanks.

Number 2

Man : You look worried, what’s the matter?Woman : I’ve lost my passport!Man : Have you reported it?Woman : No, not yet.Man : I think you’d better go to the police station.Woman : Yes, I will. Thank you very much.

Number 3

Man : What’s the matter with you?Woman : I haven’t heard from my parents.Man : Have you written to them?Woman : No, I haven’t.Man : Well, you’d better write to them now.Woman : OK. Thanks so much.

Number 4

Woman : Excuse me, please.Man : Yes?Woman : Where can I buy a map, please?Man : A map? I think you can buy one at the Tourist Information Office.Woman : I see, thank you.Man : You are welcome.


ACTIVITY 5

12

A. Work in your group. Read the following passage to find the main idea.

The main idea of the passage is _____________________________________.

B. Work in your groups. Read the passage again to get better understanding. Then, answer the following questions.

1. Who has just had a letter?2. Who is in Australia?3. How long has Tim been in Australia?4. What’s Tim’s job?5. What has Tim visited?6. What has just Tim bought?7. What is Alice Springs?8. How will he go to Perth?9. When will he go there?10. Why is Tim’s journey to Australia very exciting?


I have just received a letter from my brother, Tim. He is in Australia. He has been there for six months. Tim is an engineer. He is working for a big firm and he has already visited a great number of different places in Australia. He has just bought an Australian car and has gone to Alice Springs, a small town in the center of Australia. He will soon visit Darwin. From there, he will fly to Perth. My brother has never been abroad before, so he is finding this trip very exciting.

ACTIVITY 6

13

C. Work in your groups. Read the passage again to identify the sentences of which the verbs are in the Present Perfect Simple.

1. _______________________________________________________.2. _______________________________________________________.3. _______________________________________________________.4. _______________________________________________________.5. _______________________________________________________.6. _______________________________________________________.7. _______________________________________________________.8. _______________________________________________________.

A. Write an answer for each of these questions.

1. How long have you studied in this school?2. Since when have you studied here?3. How many times have you got prizes from the school?4. How many times have you escaped from the English class?5. How long have you practiced your English?6. Since when have you learned to play the guitar?7. Since when has the foundation given you a scholarship? 8. How many times has your school conducted English Quiz? 9. How long have the students in your class joined the debate club?10. How long have you stayed away from your family?


ACTIVITY 7

14

Write your answers in the following spaces:

1. ______________________________________________________.

2. ______________________________________________________.

3. ______________________________________________________.

4. ______________________________________________________.

5. ______________________________________________________.

6. ______________________________________________________.

7. ______________________________________________________.

8. ______________________________________________________.

9. ______________________________________________________.

10. ______________________________________________________.

B. Write sentences based on the clues provided.

1. know how to operate computer (since I was a child)2. not pay school fee (for two years)3. be to Bali (three times)4. never watch tv films (since I moved to the boarding house)5. communicate through email (since she was in SMP)6. write English short stories (for about three years)7. stop smoking (since he got the lung cancer)8. never complain about the work (since she changed her job)9. win an English speech competition (more than five times)10. perform confidently in any debate contest (since they got an

active and encouraging English teacher)


Write your sentences in the following spaces:

1. ______________________________________________________.

2. ______________________________________________________.

3. ______________________________________________________.

4. ______________________________________________________.

5. ______________________________________________________.

6. ______________________________________________________.

7. ______________________________________________________.

8. ______________________________________________________.

9. ______________________________________________________.

10. ______________________________________________________.

C. Write questions using the question word given.

1. Mr. Harsono has worked in this school for more than twenty years. (How long)

2. The company has gained a fantastic profit since its merger with the Rising Sun Corporation. (Since when)

3. He has got his new motorcycle repaired many times. (How many times)

4. Since the implementation of the new teaching method, the students’ speaking competency has improved very quickly. (Since when)

5. Taufik has been a foster child of the family for about five years. (How long)

6. Ratna has been a critical chess player since she joined a short course on chess strategy last year. (Since when)

7. None of the students in the class has ever played truant since the presence of the new English teacher. (Since when)

8. They have taken a TOEIC test more than twice. (How many times)


9. My brother has joined the English Speaking Society for almost one year. (How long)

10. The study club has run without troubles for three months. (How long)

Space for writing sentences:

1. ______________________________________________________.

2. ______________________________________________________.

3. ______________________________________________________.

4. ______________________________________________________.

5. ______________________________________________________.

6. ______________________________________________________.

7. ______________________________________________________.

8. ______________________________________________________.

9. ______________________________________________________.

10. ______________________________________________________.


Work with your partner. Thank your partner for the following:

What are the answers to these riddles?

1. It has legs but it cannot walk. What is it?2. What has four legs and flies?3. Half of it is sand, but people eat it. What is it?4. It grows down. What is it?5. Why is water like a horse?


a lovely presenthelpful advicea kind invitationan interesting carda useful souvenira nice meallending you some moneyrepairing your bicycleteaching you how to play the guitarhelping you with your homeworktaking you on a picnicguiding you to an interesting tourist site

ACTIVITY 8

ACTIVITY 13

18

Prepositions of travel and movement: from, to, at, in, by, on, into, onto, off, out, out of

A. We travel from our starting place to our destination.B. We arrive in a town or country, at or in a village, at any other

destination.C. We can use go/come/return/arrive/get, etc. + home without a

preposition.D. We can travel by car (but in the/my/Tom’s car), by bus/train/plane/

helicopter/hovercraft, etc. and by sea/air.E. Get in/into/out/out of can also be used of buildings, institutions and

countries instead of go/come/return, etc. when there is some difficulty in entering of leaving.

Prepositions of position: at/in/on; above/over; below/under/beneath; beside/between/behind/in front of/opposite

A. We can be at home, work, the office, school, the university, an address, a certain point (e.g. at the bridge, at the crossroads, at the bus-stop).

B. We can be in a country, a town, a village, a square, a street, a room or any place which has boundaries is enclosed.

C. We can place something on the table, the floor, the wall, etc. (on refers to the surface of something).

D. We can use above/over to mean ‘higher than’ something else.E. We can use below/under to mean ‘lower than’ something else.F. We use beneath to mean ‘lower than’ for abstract meaning.G. Beside means ‘on the side of something.’H. Between means ‘on the sides of two things.’I. Behind means ‘at the back of something’.J. In front of/opposite mean ‘facing a certain thing.’


HAND OUT 1

19

Work with your partner. Write sentences according to the clues provided.

1. (work/in)2. (fly/above)3. (put/letter/under)4. (sit/beside)5. (lie/between)6. (stand/in front of)7. (travel/from … to …)8. (arrive/at)9. (walk/into)10.(crawl/out of)

Space for writing sentences:

1. ______________________________________________________.

2. ______________________________________________________.

3. ______________________________________________________.

4. ______________________________________________________.

5. ______________________________________________________.

6. ______________________________________________________.

7. ______________________________________________________.

8. ______________________________________________________.

9. ______________________________________________________.

10.______________________________________________________.


ACTIVITY 9

20

Work in pairs. Complete the sentences in the left column with the prepositions from the right column. Each preposition may be used only once.

1. I drew a lot of money _____ the bank yesterday. beside

2. The family is now living _____ a remote village. across

3. She put a piece of paper with her name and address on it _____ a bottle.

over

4. We have traveled _____ the Channel many times. between

5. The girl swam quickly _____ the shore for safety. in

6. The people looked at the chard hanging _____ the wall. in front of

7. The boy hurriedly got _____ his bicycle and went away. towards

8. Come on, Siti, come and sit here _____ me. under

9. The new bank was built in the complex _____ the post office and the police station.

into

10.

The lady entered the room and sat _____ me. from

11.

The people saw the small aircraft flying _____ their houses.

on

12.

The boat went slowly _____ the bridge. onto


ACTIVITY 10

21

Material for Pronunciation Practice:List of words with phoneme / θ / compared to / ð / for pronunciation practice: initial and final positions.

phoneme / θ / initial position

phoneme / ð / initial position

ThankThinkThief

ThroatThoroughThroughTheatreTheoryTheme

ThanThoughThereTheyThisThat

ThereforeThoseThese

phoneme / θ / final position

phoneme / ð / final position

BreathBathCloth

SmoothFourth

BreatheBatheClotheSoothe


ACTIVITY 11

22

List of words with phoneme / θ / compared to / t / and / s / for pronunciation practice: initial and final positions.

phoneme / θ / initial position

phoneme / t / initial position

phoneme / s / initial position

ThankThinkThief

ThroatThrough

ThighTheme

TankTin

TeachTaught

TooTie

Team

SankSinkSeal

SoughtSue

Sight Seem

phoneme / θ / final position

phoneme / t / final position

phoneme / s / final position

BreathBathCloth

SmoothFourth

BreastBut

CaughtMute Fort

GuessBus

CourseFuse Force


List of words with phonemes / t /; / d / and / ıd / in ‘-ed’ ending for pronunciation practice.

phoneme / t / phoneme / d / phonemes / ıd /

CookedDevelopedEscapedHelpedHopedKissedLookedSpelled

WatchedWorked

AccompaniedBeggedCleaned

ExaminedHangedRoaredRobbedSaved SealedToured

ArrestedCommunicated

CountedDisappointed

EndedGroundedInterested

LandedOperatedSeeded


ACTIVITY 8

24

TEACHER’S GUIDE

Warming up

1. Introduction

This activity is to arouse students’ interest or to draw students’ attention to the atmosphere of learning English. It is very likely that their mind is not ready for the English class. When English is the first subject to learn, their readiness will be possibly influenced by the situations at home and or in their way to school. They might be very excitedly talking about that, or they might be thinking sadly, especially about negative personal impressions at home. When they have their English class after another subject, especially hard subjects, such as mathematics; physical exercises; etc., they might have got exhausted. This activity will, then, refresh their mind and the teacher can get their concentration.Warming up activities are of many kinds: songs, games, riddles, puzzles, etc. (cf. summing up activities). The simplest consideration of choosing which activity is the functionality or effectiveness of the activity to break the negative situations in the students’ mind (if any) and to get the students’ attention and, even, concentration, to the new material they are about to learn. This can be carefully prepared in the development of SAP (scenarios of learning activities). Or, the teacher can find one instantly after the greeting activities. This might be done by teachers who have developed and implemented such games for a long time.

2. Jumbled SentencesFor preparation:

a. Identify the expressions relevant to the topic the students are going to learn;

b. Make a list of the expressions (choose the ones consisting of more than two words) [List 1];


c. Jumble the word order of the expressions and make another list (List 2);

d. Make cards (size: 10 X 8 cm) as many as the number of the expressions times the number of the groups of students to do the activity (small groups are advisable);

e. Handwrite the jumbled expressions on the cards. For better writing, the expressions can be typed on the computer, print the result on a piece of paper, make enough photocopy on cartoon, and cut the paper into cards;

f. Get envelopes as many as the number of the groups and put into each envelope a set of the jumbled expressions. [For further teaching, this should be documented carefully.]

For implementation:a. Get the students into groups of four, for example, by counting

from one to the number of the groups, depending on the number of students in the class: for twenty students, they can count from one to five; for twenty-four, one to six; thirty-two, one to eight; etc. As English class tends to be managed with moving students every time, a classroom with light and movable chairs will be very more appropriate.For example:Teacher : Good morning, Class.Students : Good morning, Sir/Madam/Mr. ___/ Miss ___.Teacher : How are you?Students : Fine, ____. How are you, ____?Teacher : Not so bad.

By the way, what subject have you just got?Students : (Mathematics), ____. Teacher : How was it, difficult or easy?Students : Difficult, ____.Teacher : How do you feel, then, tired or fresh?Students : Tired, ____.Teacher : Ok, …. Uhm, well, do you like games?Students : Yes, ___.


Teacher : Good! Do you want one now?Students : Yes.Teacher : All right!

[Students’ responses to the teacher’s questions tend to be in chorus and using long vowels, such as ‘Fine, Siiiir’ or ‘Yeeesss’. That’s a sign of excitement, a positive sign. It is not to be worried either when the answers from the students are not the same (uniform) as the communication with the students through live situation of the class is preferred.]

Teacher : Now listen: I want you to make groups, groups of four (teacher

shows the four fingers to the students). Ok?

Students : OK, ___.Teacher : Good! How many students are there in each group?Students : Four (students), ____.Teacher : Great!

Now, I want you to count from one to five (there are twenty students in the class).

Starting from you (pointing to each student, beginning with the student sitting in the front row, extreme right to the left or left to the right) ‘One’, ‘Two’, ‘Three’ , ….

Students : ‘One’, ‘Two’, ‘Three’, ‘Four’, ‘Five’, ‘One’ (and so forth up to the last student in the class).

Teacher : Very good! Now, those getting number ‘One’ make one group,

here (pointing to a certain place), number ‘Two’s one group, here pointing to another place), number ‘Threes’s there, ‘Four’s here, and ‘Five’s here.

OK?Students : OK!


Teacher : Good! Now, move!

[The class will tend to be very noisy when the students are moving around to find other members of the group. It is okay but some complaints may arise from teachers next door. In this case, the teacher can explain that the noise will last not too long, only a few minutes during the grouping activity.][It is advisable to apply a different way of grouping every time a teacher wants to group the class.]

b. After the exciting situations of the grouping activity, explains simply but clearly what each group has to do with the game. A simple but clear explanation requires the use of short statements or commands, and the application of facial expression and body language. (Too) long sentences will make the instructions unclear and, for most (low-motivated) students, discouraging and even frustrating. For example:Teacher : All right, Class.

I will give each group an envelope (showing the envelope to the students).

In this envelope there are ten cards (depending on the number of cards prepared).

On each card there are words but they are not in a good order.

They are confusing! I want you to work together in the group to arrange

those words into good sentences, meaningful expressions.

For example, the words are ‘LANGUAGE – IS – AN – ENGLISH – IMPORTANT’ (The teacher writes the words on the board).

What sentence can you make?


(Chaotic responses from students might occur. Don’t worry! Try to lead the students to say out loud the correct arrangement together.)

What? ‘ENGLISH – IS – AN – IMPORTANT – LANGUAGE.’ Good! Very easy, isn’t it? Well, you will do the same with the cards. Write the answers on a piece of paper.

Clear?Students : Clear, ___.Teacher : Good!

I give you five minutes to finish the arrangement. Smarts students like you can finish more quickly, I’m

sure. Okay, you may start.

[The students in their groups start their work. The teacher moves around to monitor the students’ activity and offers help if necessary. This is very important because it will psychologically force the students to get involved seriously in the activity. A certain form might be needed to note the students identified to work fast and answer correctly. Then, after five minutes or before five minutes depending on the pace of the students’ work, the teacher stops their activity and checks the result by asking one student from each group to say the sentence out loud.]

Teacher : Well, Class. It’s time to stop your work. Stop discussing, stop talking, stop writing. Time is up. Have you finished?


Students : Yes, ____. (Or, maybe, ‘No, ____.’ It’s okay. Just stop the work.)

Teacher : Good! Now let’s check our work. Okay, you (pointing to one student or all students

from one group to read aloud the sentence) sentence number ‘One’.

Students : ‘THANKS FOR THE CARD GREETING.’

[When the teacher gets a wrong answer, give no discouraging comment to the answer, but move to another group to have the correct one.]

Teacher : Uhm, let’s hear another answer from another group. You. (pointing to one student or all students from

another group to read aloud the sentence).Students : ‘THANKS FOR THE GREETING CARD.’ Teacher : Very good!

‘THANKS FOR THE GREETING CARD.’ Come on, all of you together:

Students : ‘THANKS FOR THE GREETING CARD.’ Good! What’s the meaning of the sentence? Who knows?

[One or some of the students may give inappropriate translation. It’s okay, just go on finding the correct answer from other students or lead the students to the correct translation of the expression.]

Teacher : Yes, very good. It means ‘TERIMA KASIH ATAS KIRIMAN KARTUNYA.’ Kalau ‘TERIMA KASIH ATAS KIRIMAN SURATNYA,’ apa

bahasa Inggrisnya?


Students : ‘THANKS FOR THE LETTER.’Teacher : Kalau ‘TERIMA KASIH ATAS KIRIMAN FOTONYA?’Students : ‘THANKS FOR THE PHOTO.’Teacher : Very good!

Now, number ‘Two’. ………………………………………….

[And so is the way to discuss the answers of the students’ work. The teacher patiently one by one elicits answers from the students. Every time (a) student(s) give(s) the correct answer, the teacher gives reinforcement by saying positive expressions, such ‘Good’, ‘Very good’, ‘Excellent’, ‘Smart students’, etc.]

Skills Practice

1. Introduction

Skills Practice is an activity to develop the four language skills (Listening, Speaking, Reading and Writing) in a natural and integrated way. This activity includes the following:

a. The introduction of situationally meaningful expressions, when they are used, in what way they are spoken and how they are developed.

b. The practice on each of the four language skills through the implementation of various integrated communicative activities likely to be developed and or role-played.

2. Practice One (Activities 2 & 11)

For preparation:a. Make a table consisting of three columns: Expressions which

need thank responses; thanking expressions; and response to thanks.

b. Copy as many as necessary.c. For pronunciation practice the teacher makes a list of words

initiating and ending with the phoneme / θ /. For comparison a list of words initiating and ending in / ð / is made. When the


problems are on interference of / s / and / t /, a list of words containing those phonemes may be prepared.


For implementation:a. The teacher asks the students to work in the same groups (or

new groups) to classify the expressions done in Warming up activity.Teacher : Well, Class.

You’ve learned all these expressions. Now, we’ll group them into three categories. Some expressions will have thank responses. Some are used to thank. Some others are used to respond to thanks. Here are the columns. (The teacher draws the

columns on the board, or distributes paper with the column on it.)

Students : Yes, ____.

[The students work together in their groups. This is when they get paper with the columns. Or, the teacher gets them to complete the columns he/she draws on the board. The latter is preferred because the teacher and the students can keep communicating orally through this activity.]

Teacher : Well, now let’s put each of these expressions into the columns.

Number one, what about expression number one? Which column does it belong to?

Students : Column two, ____. (In chorus.)Teacher : Which one?

Column two. Right, column two. It’s a thanking expression. What about number two?

Students : Column one, ____. (In chorus.)Teacher : Good!

That’s an expression which needs thank.


When I say this to you, what will you say?Students : Thank you very much.Teacher : Yes, there you are!

Now, what about expression number three? ‘Here’s your jacket, John.’

Students : Column one, ____.Teacher : Very good!

Number four?

[This is done in the same way up to the last number, with the teacher’s motivating expressions, such as ‘Good’, ‘Excellent’, etc. to each of the students’ correct answer.]

b. The teacher, then, gets the students for pronunciation practice on the expressions they have just learned.Teacher : All right, class.

Now, we’ll have a pronunciation practice. Come on, look at expression used for thanking. Repeat after me, ‘Thank.’

Students : (Some say ‘Thank’, some others ‘Sank’, still some others ‘Tank.’)

Teacher : No, not ‘Tank’, not ‘sank’ either. But ‘Thank’, like the Arabic ‘Tsa’. Do you learn to read the Qur’an? Good! Yes, like the sound of ‘Tsa’, the third letter. Now, ‘Thank’, all of you.

Students : ‘Thank.’Teacher : ‘Thank you.’

[The teacher says out the correct pronunciation of the words, phrases and at last the complete expressions, first in chorus, in groups and then individually to avoid intimidating situation. In this practice correct stress and intonation system is also


manipulated so that the students can produce and use the expressions in more and more fluent way.]

c. To make the students more fluent in the production of the phoneme the teacher gives more practice. The practice can be on the minimal pairs with phonemes / θ / and / ð / using the same symbols, or / θ / compared to / t / and / s /.Teacher : Well, now let’s have more practice on that sound.

Look at the board. (The teacher attaches the paper containing the list of the words which has been prepared in advance, or draws columns on the board and writes the list.)

Now, look at the board. Repeat after me: / θæŋk /

Students : / θæŋk /Teacher : Good!

Once again, / θæŋk /, all of you.Students : / θæŋk /Teacher : Very good!

Now / ðæn /, all of you.Students : / ðæn /Teacher : Good, once again.Students : / ðæn /Teacher : Very good.

Now this word.

[The teacher gets the students to practice all the words again and again until he/she is assured that all, or at least most, of the students have mastered the correct pronunciation, stress and intonation.]

3. Practice Two (Activity 3)


For preparation:a. Make unfinished conversations for students to complete or

situations with which students develop conversations involving three types of expressions: Those which need thank responses; those which express gratitude; and those which are usually used to give response to thanks.

b. Copy as many as the number of the groups (pairs) who will use the situations to practice.

For implementation:a. The teacher asks the students to work in pairs. As the teacher

has a different grouping, he/she has to give clear explanation in dividing the students into pairs. One simple way of making the students into pairs is as the following:Teacher : All right!

Your pronunciation is very excellent! I’m proud of you. Now, we’ll have a practice in using the

expressions you have just learned. But now I want you to work in pairs. You know ‘pair’? Yes, two students will work together. ‘Pair’ means ‘two’. Okay?

Students : Okay, ____.Teacher : Good!

‘You’ will work in pair with ‘You’ (pointing to two students sitting side by side).

‘You’ work with ‘You’; ‘You’ with ‘You’ (and so on until every student knows who he/she has to work with).

Now, do you have any question? Is everything clear?

Students : Yes, ____.Teacher : Good!


You may start now.

[The teacher monitors the students’ activity for evaluation. Using the format for evaluating speaking skill, the teacher moves around the classroom, watches and listens to their conversation and gives mark to each of the students. For class correction and improvement, he/she is also to take notes on special problems arising from the students’ speech. Then, when the observation is complete or activity is considered enough, the teacher stops the activity to give classical corrections or comments.]

b. To strengthen the students’ mastery of the expressions they have just learned, especially on the pronunciation, stress and intonation of those expressions, the teacher gives general corrections based on the mistakes or problems he/she has identified during the monitor activity. Teacher : All right!

You’ve done a very good job! All of you can create and conduct conversations in

English. But I have detected some minor problems. In the future you should not say ‘____’’, you should

say ‘____’; you may not do ‘____’, you had better to do ‘____.’ Etc.

[The teacher is not to give (too) long explanation on the problems; simple comments will be much more effective and encouraging. For more students’ involvement in the discussion, the teacher can elicit answers or betterment to the problems from the students.]


4. Practice Three (Activity 4)

For preparation:a. Make or quote one or two conversations. For the teacher’s

speaking improvement, it would be better when the conversations are recorded. So, the presentation of these conversations in teaching would be easier and more interesting.

b. Prepare questions relating to the conversations in the form of true/false statements. There are no rules of deciding the number of the questions. The point is on whether or not the questions have covered all the details of information in the conversation.

For implementation:a. The teacher asks the students to work in pairs (the same pairs

as those in the previous activity or new ones) to listen carefully and pay attention to what the teacher is going to read or through the cassette the teacher is going to play.Teacher : Well, class.

We’ll have another activity: listening activity. I’m going to play this cassette. Listen carefully and try to understand as much

information as you can. You will have some statements to decide ‘True’ or

‘False’ based on the information from the cassette.

Here are the questions. (The teacher distributes a piece of paper with the problems to each pair.)

All right, everybody has got the problems?Students : Yes, we have.Teacher : Good!

I’m going to play this cassette only once, so you must listen carefully.


b. The teacher plays the cassette once. Then, together with the students, he/she discusses the true-false statements.Teacher : All right, class.

We are going to discuss the problems together. Let’s look at the problems one-by-one. Statement One: Mr. and Mrs. Black are having a

trip. Is the sentence ‘True’ or ‘False’? Yes, Group One?

Students : True.Teacher : Yes, good.

How do you know that?Students : Have pass port … travel … pills.Teacher : Excellent!

What about Number Two? Mr. and Mrs. Green are visiting the Black family. Is it ‘True’ or ‘False’? You, Group Two.

Students : False.Teacher : Are you sure?

Who has a different idea? Nobody? Good! You are right, it’s ‘False’. Now, statement Number Three. Mrs. Black invites the Green family to her home

next time.

[And so on until all the statements are discussed.]

5. Practice Four (Activity 5)

For preparation:


a. Create or quote 4 to 5 short conversations (averagely 6 turns). Write or type on a piece of paper.

b. Make the photocopy as many as the number of groups or pairs.For implementation:

a. The teacher explains to the students about the next activity. He/she, then, asks them to work in pairs making questions based on the provided conversations. Teacher : All right, class.

We’ve come to the next activity, Writing. Here are some short conversations for you. (The

teacher distributes a piece of paper with the conversations on it to each of the pairs.)

Now, I want you to work with your partner. Read the conversations carefully. Make sure you understand each conversation. Then, write questions based on each of the

conversations. Okay?

Students : Okay, ____.

[The students work with their partner. The teacher moves around to monitor and gives help where necessary.]

b. The teacher stops the activity when the students are ready with the questions or when it is time to stop. Then, he/she gets the students to read the questions they have composed out loud. And, then, together with the students, the teacher discusses the questions. Correction is as much as possible by eliciting students’ ideas to develop their confidence.Teacher : Okay, class.

Let’s see what you have written. From Conversation One, who’s ready with the

questions?


Okay, ‘You’, ‘You’ and ‘You.’ (The teacher points to some of the students to write their questions on the board.)

Write your questions on the board.Students : Yes, ____. (Three students write their questions

on the board. Then, after they return to their seats, the teacher asks one student in a time to read aloud one question for discussion.)

Teacher : Well, what about the first question, is it correct?Students : Yes, it is.Teacher : Good, now question number two.

[And so on until all the questions are corrected and rewritten.]

c. For further practice the teacher uses the conversations and the questions for listening practice like the one in Practice Three.

6. Practice Five (Activities 6 & 12)

For preparation:a. Quote a reading passage containing the grammatical item

going to be discussed. As it is not easy to find one from authentic texts, it is advisable to take one reading passage from a resource book, such as Practice Progress by L.G. Alexander.

b. Highlight the grammatical items by typing them underlined or bold for ease of discussion.

c. Copy as many as necessary.For implementation:

a. The teacher asks the students to work in groups of four. (For grouping, teacher is recommended to apply a different way every time he/she groups their students).Teacher : All right, class.


Now we are going to work in groups, groups of four.

So, in a group there are ____ students.Students : Four students.Teacher : Right, four students in each group.

Now, from the back row moving to the right, count one to four.

Students : One – two – three – four.Teacher : Okay, you make one group.

Next, you.Students : One – two – three – four.Teacher : Yes, you make one group. (And so on until all

students get to their groups).

b. The teacher explains to the students about what they will have to do in the next activity. He/she, then, distributes a reading passage to each of the groups.Teacher : Okay, now we’ll have a reading activity.

You will have a passage to discuss. Read the passage and find the main idea. Okay?

Students : Okay.

[The teacher stops the students’ reading activity and checks their understanding of the main idea of the passage.]

Teacher : All right, class, time to stop reading. Now, what’s the main idea of the passage?

Student A : Receiving a letter.Teacher : Uhm, … any different idea?Student B : My brother, Tim.Teacher : Uhm, partly ‘Yes’.

Any other different idea?Student C : Tim’s journey to Australia.


Teacher : Yes, very correct. The main idea is ‘Tim’s journey to Australia.’ Now do you have any questions?

Students : (No comment).Teacher : Okay, then.

Now, you may read again the passage. Discuss in your groups. Try to understand as many details as possible. When you are ready, you’ll have some questions

to answer.Students : Okay, ____.

[The students read the passage again and discuss the information in more details. Then, they are to answer some questions about the passage in more details.]

Teacher : All right. Now answer these questions. Question number one. ‘Who has just received a letter?’

Students : ‘I’, ____.Teacher : ‘I’. Who is ‘I’?Students : The writer.Teacher : Yes, very good.

So, it is the writer of the story who received a letter.

Good! Now, question number two. Who is in Australia?

Students : Tim.Teachers : Very good!

Now, ______. (And so on until all the questions are correctly answered.)


c. The teacher gets the students to identify the sentences with the predicate printed in italics. He/she, then, guides them to pay close attention to the italicized parts to come to a conclusion about the pattern of the verbs.Teacher : Well, very good!

Do you want more reading practice?Students : Yes, ____.Teacher : Good!

You can read ‘Practice and Progress’ by L.G. Alexander.

It’s an interesting and simple book. Easy to understand, isn’t it? Now, we are going to have a discussion on

grammar. Look again at the passage. You see, some phrases are printed in italics.

Students : Yes, ____.Teacher : I want you to write those phrases on the board.

Now, ‘You’ (pointing to one student). Write the first phrase. What is it?

Students : ‘have just received’Teacher : Yes, you are right.

Come on, you, write that phrase on the board. (And so on one-by-one students write the

predicates printed in italics on the board.)

d. The teacher leads the students to draw a conclusion from the phrases they have written on the board.Teacher : Good!

Now, let’s have a look at the pattern of these sentences.

How is the pattern?Students : ‘HAVE/HAS + PAST TENSE’


Teacher : Good! But this is not past tense, this is the third form of

the verb. What form is it?

Students : Past participle, ____.Teacher : Yes, very good.

This is past participle, not past tense. For regular verbs, they have the same form. But, we’ll a different form for irregular verb. Can anybody give an example?

Students : ‘WRITE – WROTE – WRITTEN’ ‘GIVE – GAVE – GIVEN’ ‘BRING – BROUGHT – BROUGHT’

Teacher : Very good! So, the pattern reads: ‘HAVE/HAS + PAST PARTICIPLE’ And this is called ‘The Present Perfect Simple.’ What tense?

Students : The Present Perfect Simple.Teacher : Good!

Now, let’s discuss the use of this tense. Look at the handout. What’s the first usage of this tense?

Students : To inform a past event that has a connection with the present condition.

Teacher : Yes, can you give an example?Students : I have lost my key.Teacher : Good, what does that mean?Students : It means ‘I haven’t got the key with me now.’Teacher : Very good.

Any other examples?Students : Have you washed your hair?Teacher : Why do you ask that question?Students : Because your hair looks very clean.


It was very dirty yesterday.Teacher : Yes, that’s a very good example and explanation.

Now, the next usage, what is it?Students : To give new information or to announce a recent

happening.Teacher : That’s right.

Can you give an example?Students : I’ve lost my key. Can you help me look for it?Teacher : All right.

What’s the third usage? __________________________

[The teacher goes on discussing the usage of the tense. The discussion ends when it comes to the discussion on the question words frequently used with the tense, i.e. ‘how long’, ‘how many times’, and ‘since when’.]

e. The discussion on the Present Perfect Simple includes the

discussion and intensive practice on the pronunciation of the –ed ending of the past participle of regular verbs. This is very important because there are three possibilities of pronouncing the –ed ending. This usually constitutes significant difficulty in the students’ pronunciation.Teacher : Okay.

You’ve made a very good progress in your learning.

Now, let’s practice the pronunciation of the –ed ending of the verbs.

[The teacher gets the students practice pronouncing the words from the list the teacher has prepared in advance.]


7. Practice Six (Activity 7)For preparation:

a. The teacher creates some interrogative sentences using the question words ‘How long’, ‘How many times’ and ‘Since when’.

b. The teacher prepares some verbs with clues to make sentences in the Present Perfect Simple.

c. The teacher makes some sentences in the Present Perfect Simple with a clue on each one in the form of question word.

d. The three exercises are printed on a piece of paper in the form of task.

e. Copy the exercises as many as necessary.For implementation:

a. The teacher asks the students to work in the same groups (or new groups) to write answers to the exercises.Teacher : All right, class.

We’ll have a practice on writing. I want you to work in your groups. Here are the exercises. (The teacher distributes

the exercises to each of the groups.) Do you have any questions?

Students : No, ____.Teacher : Everybody knows what to do?Students : Yes, ____.Teacher : Okay, let’s start.

[The students work in their groups writing sentences and questions based on the clues provided. The teacher moves around for monitoring and giving help.]

b. The teacher stops the students’ activity. Then, together with the students, he/she discusses the students’ work based on the answer key from the teacher.Teacher : All right.

Stop your work, please.


It is time to discuss your work.Students : Okay, ____.Teacher : Good!

Now, here’s the key. Let’s check the answers. Number one, what is the answer?

Students : I have studied in this school for two months.Teacher : Very good!

What about you?Students : I have studied here for more than eight weeks.Teacher : Excellent!

What about number two? ________________________

[The teacher continues the discussion until all the exercises are answered correctly. Then, when the exercise has finished, the teacher continues to the next practice, Practice Seven.]

8. Practice Seven (Activity 8)

For preparation:a. The teacher makes a handout containing grammatical

information on ‘THANK FOR + NOUN/VERB –ING’ and also the sample phrases and sentences.

b. Copy the handout as many as necessary.For implementation:

a. The teacher distributes the handout, explains and discusses the grammatical form. The students listen and get involved in the discussionTeacher : Okay, class.

We’ll learn another grammatical form. This one is very simple. Let’s refer back to the thanking expressions. What would you say when I give you help?


Students : Thank you for your help.Teacher : Very good!

You can say ‘Thanks for your help.’ You can also say ‘Thanks for helping me.’ So, after the word ‘thank’ you can have a noun or

a verb in –ing form. So, the pattern is ‘THANK FOR + NOUN/VERB IN

THE –ING FORM’. Is it clear?

Students : Yes, ____.Teacher : Good !

Now, we’ll have the exercise.

b. The teacher gets the students to work in pairs to practice the exercise.Teacher : I want you to work with your partner.

But I want you to work with different partners. Now, let me have a look at your attendance. Well, I want student number one to work with

number twenty. Number two with nineteen; three eighteen; etc. Okay?

Students : Okay, ____.Teacher : Good.

Move to get your partner.

[Students mingle to find their partners. In such a noisy situation the teacher controls the process so that it won’t take time. The teacher, then, distributes the handout.]

Teacher : Everybody ready?Students : Yes, ____.Teacher : Good!

Here is the exercise.


[The teacher distributes the copy of the exercise to each of the pairs. The students get the paper and start doing the exercise.]

c. The teacher moves around to monitor and helps. When marking is needed, the teacher brings the format for evaluating students’ speaking skill.

9. Practice Eight (Activity 9)

For preparation:a. The teacher prepares a handout containing theory on

‘Prepositions of position and movement’ with a simple explanation. He/she also prepares examples of how those prepositions are used in contexts. Examples are separated from the theory and keeps for the teacher’s reference.

b. Copy the handout as many as necessary.For implementation:

a. The teacher asks the students to work in pairs to discuss the handout and to create sentences describing the contexts where the prepositions are used.Teacher : All right!

You have learned preposition ‘for’. Now, we’re going to learn some other

prepositions. These are special prepositions for place: for

position and movement. Can anybody give an example of that? Okay, you!

Students : ‘In’, ‘on’, ‘at’.Teacher : Yes, you are right.

What else?Students : ‘Into’, ‘out of’, between’, ‘beside’.


Teacher : Very good!Students : (Silence.)Teacher : Okay, then.

We’ll learn the prepositions in more details. Here, I have the handout for you to discuss. I want you to work in pairs again, the same pairs. Are you ready?


Here’s the handout. Learn the theory and write a sentence with each

of the prepositions. Is it clear?


Now, start your work.

[The students work in pairs discussing the handout and creating as well as writing the sample sentences. The teacher moves around to monitor and help.]

b. When students have finished, or when it is the time, the

teacher stops the students’ activity and gets them to check the result.Teacher : Have you finished?Students : Yes, we have.Teacher : Good!

Now, let’s discuss your work. Preposition ‘from’, who is ready?

Students : I come from Semarang.Teacher : Good!

Who else?Students : This bus comes from Bandung.Teacher : Very good.


Now, preposition ‘to’. ________________________

[And so on until all the prepositions get their sample sentences as the examples of the contexts. Then, discussion continues to Practice Eight.]

c. The teacher gets the students to write sentences based on the clues given.Teacher : Okay, now I want you to work with your partners.

Here’s the exercise. (He/she distributes the copy of the problem to each pair.)

All right, everybody has the paper?Students : Yes, ____.Teacher : Good!

You may start.

[The students work with their partners, the teacher monitors and, then, when the time comes, the teacher stops the activity to check the students’ work. When this is finished, the teacher continues to Practice Nine.]

10.Practice Nine (Activity 10)

For preparation:a. Create sentences containing prepositions of location and

direction. Try to involve all the prepositions in those functions. Delete the preposition from each of the sentences to make them incomplete. Then, write or type the sentences and the prepositions on different columns and mix the order of the prepositions.

b. Copy as many as necessary.


For implementation:a. The teacher asks the students to work in pairs to complete

sentences on the left column with appropriate prepositions from the right column.Teacher : Well, well, well.

Now, we’re going to have a simpler practice, completing sentences with prepositions.

I want you to work in pairs. Here are the sentences. (The teacher distributes

the task to the students.) Okay, everybody has got the task?

Students : Yes, ___.Teacher : Good!

You may start now. I give you ten minutes to finish the exercise. Okay?

Students : Okay, ____.

[The teacher moves around to monitor the students’ activity and helps them where necessary.]

b. The teacher stops the students’ activity to have a classical discussion on the result.Teacher : Time for discussion, class.

Stop your work now. Okay?

Students : Yes, ____.Teacher : Now, let’s discuss your answers.

Number One: ‘I drew a lot of money ____ the bank.’ What’s the answer?

Students : ‘From’, ____.Teacher : Good!

So, the sentence reads ____


Students : ‘I drew a lot of money from the bank.’Teacher : Very good!

Number Two. The family is now ___ (And so on until all the

questions are correctly answered.)

Summing up

1. Introduction

This activity is to develop students’ positive impressions on English learning activities which will eventually develop appropriate attitude in using the language for communication. The activity, which includes recapping and simple-but-nice activities like songs, games, puzzles, etc. (cf. warming up activities), will definitely cheer up the students’ mind from the negative image of English learning activities that they have got through their previous learning experience and or the negative description that they unconsciously expect from the learning activities they will do in the new class.

2. Recapping

This activity is to link and tie all the new learning experiences in order to come to a logical inference. This will establish a strong base for the development of the students’ competence in communicating with others in English.From the teacher’s point of view, this will be a form of simple check in addition to the formal assessment conducted during the development of the four language skills. This will give an overview of the students’ mastery of the new learning experiences.

3. Riddles

A riddle is a difficult and amusing question to which one must guess the answer. This activity is conducted for fun. When this is done in a new language this is also a practice for enjoyable communication, the one which leaves an intelligent but funny trace on the students’ mind.


For preparation:1. Select some riddles from a resource books (there are some

available in book stores).2. Memorize all the riddles (including the answers). For better

preparation it is advisable that teacher write these riddles on cards or a piece of paper.

For implementation:1. Remind the students that the class is approaching the end. (When

the class is interesting, it is very likely that the students are not so aware of the time, they enjoy the learning activities in such a full concentration that they won’t realize the end of the class until the reminder from the teacher. For example:Teacher : Well, Class.

We’ve come to the end of the world. I mean the end of the class. You will have another subject to learn, won’t you?

Students : Yes, ____.Teacher : OK, what is that?Students : (History or whatever), ____.Teacher : Well, that’s an interesting subject.

But, before I leave this room, I have some riddles. You know riddle, don’t you?

Students : No, we don’t, ____.Teacher : No problem.

Riddles are questions, questions about daily life. Are you ready?

2. Make the students curious on what the teacher wants to ask. When they show readiness to hear the questions, start the questions. Start the riddles.For example:

Teacher : OK. You look very impatient. All right.


Number One: It has legs but it cannot walk. You know legs? Yeah, that’s right ‘kaki.’ But it cannot move with the legs. So, what is it? Come on. Who knows?

Students : Table, ____.Teacher : That’s right.

It is a TABLE. Now, Riddle Number Two. What has four legs and flies? Who knows? Yes, ‘You.’ (pointing to one student).

Student : A horse, ___. Teacher : Yes, almost correct ‘a horse’.

But why does it have flies?Students : Because it is dirty, ____.Teacher : That’s right.

So, the answer is ‘A DIRTY HORSE.’ Now, the third riddle:

[The teacher gives not more than five riddles. Then, ask the students to create their own riddles for the coming sessions. And then he/she closes the class.]

Teacher : Well, well, well. You’re really smart students. Don’t forget to create your own riddles for next

meeting. OK?

Students : Okay, ____.Teacher : Thanks for your smart answers.


Goodbye.Students : Goodbye.

THANK YOU!


Enclosure 1

EVALUATION FORMAT FOR SPEAKINGLevel : ___________________________ Group : ____________________

Topic : _____________________________________________________________

No

NameAspects of Evaluation Notes

Cont

Flu Pron

Voc Gram

Total

1.2.3.4.5.6.7.8.9.10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Score Weighting:1. Content = 3 max.2. Fluency = 2 max.3. Pronunciation = 2 max.4. Vocabulary = 2 max.5. Grammar = 1 max.6. Total = 10 max.

‘Notes’ is filled with C for Competent (total score 7), or NC for Not Competent (total score 7).


Enclosure 2

EVALUATION FORMAT FOR WRITINGLevel : ___________________________ Group : ____________________

Topic : _____________________________________________________________

No

NameAspects of Evaluation Notes

Cont

Voc Gram

Spel

Punct

Total

1.2.3.4.5.6.7.8.9.10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.


Score Weighting:1. Content = 3 max.2. Vocabulary = 2 max.3. Grammar = 2 max.4. Spelling = 2 max.5. Punctuation = 1 max.6. Total = 10 max.

‘Notes’ is filled with C for Competent (total score 7), or NC for Not Competent (total score 7).


SATUAN ACARA PEMELAJARAN -...

Documents

Transcript of SATUAN ACARA PEMELAJARAN -...