LESSON PLAN
a
r
r
a
n
g
e
d
by:
Name : Erna
Uli Simbolon
NPM : 121204466
Study :
Micro Teaching
The Faculty of Education and Teacher Training
UNIVERSITY OF HKBP NOMMENSEN
PEMATANG SIANTAR
2014/2015
UNIVERSITY OF HKBP NOMMENSEN
PEMATANG SIANTAR
2014/2015
LESSON PLAN
Educational level : SMA N 3 P.Siantar
Topic / lesson :
English / Analytical Exposition
Grade/ semester :
XI / 2
Time Allocation : 1 × 30 minutes
Skill : Reading,
speaking, listening
A.
Core
competence
1. To
appreciate and to apply their religion that they already believe.
2. To
appreciate and to apply honesty, discipline,
responsibilty, caring and polite, confident behaviors with social environment and nature in their social
achievement.
3. To
understand the knowledge ( functional, conceptual, and procedural) based on their
curiosity science, technology, art, cultural related to the phenomenon and the real act.
4. Trying
processing and presenting in concreate form (using, composing, modifying, and
creating) and in accordance with the abstract domain are studied in schools and
other sources in the same with view point of theory.
B.
Basic
Competence
1. To
appreciate the chance that had to learn English
as an international language.
2. To
appreciate the honesty, discipline,
responsibility, caring in doing functional communication.
3. Understanding
the social function, text structure, and language feature in written and oral
text in doing analytical exposition text.
4. Arranging own written and
oral text in making a analytical exposition
text related to the student’s daily life and
with a good language future related to the context.
C.
Indicator
1.
Cognitive
The students are to
identify analytical exposition text
to understand the social function, text structure and language feature in
written and oral text in doing analytical
exposition text related to student daily life.
2.
Affective
The students
are to analyze the social function, generic
structure, and language, to
apply honest, discipline,
responcibility, carrying, polite and confident behaviors in doing functional
communication consistently.
3.
Psychomotor
The students are to retell the social function, generic structure, and language future, to create new the social function, generic structure, and language futures.
The students are to retell the social function, generic structure, and language future, to create new the social function, generic structure, and language futures.
D.
Learning
Objective
1. The
students identify analytical exposition.
2.
The students are able to analyze analytical exposition.
E.
Teaching
and learning Material
Reads text about Analytical Exposition
1.
The social function
of the analytical exposition text:
To entertain the readers.
2.
The form generic
structure of analytical exposition text;
It may consist of
title thesis, arguments, and reiteration.
3. What are the Language
Features of Analytical Exposition text?
ü Focus
on generic human or non-human participants.
ü Use
of simple present tense
ü Reasoning
through causal conjunction or nominalization (in addition,
furthermore,
firstly, thirdly, finally)
ü Relational processes, such as to be (is, am, are),
dan has / have.
Ninety
percent of lung cancers are
caused by smoking
Analytical Exposition Text
v Definition
of Analytical Exposition Text
Is
a text that elaborates the writer’s idea about the phenomenon surrounding.
Tujuan dari teks eksposisi analitis adalah untuk membujuk
pendengar atau pembaca bahwa ada sesuatu yang terjadi.
v Social
function of Analytical Exposition Text
The purpose of
the analytical exposition text is to persuade the listeners or readers
that something is the case.
Tujuan dari teks
eksposisi analitis adalah untuk membujuk pendengar atau pembaca bahwa ada sesuatu
yang terjadi.
v Generic
structure
a.
Thesis : Introduces the topic and shows
speaker or writer’s position; Outlines
of the arguments are presented.
a. Tesis: Memperkenalkan
topik dan menunjukkan posisi speaker atau penulis;
Garis argumen yang disajikan.
Garis argumen yang disajikan.
b. Arguments :
It consists about Point and Elaboration
Argumen: Ini terdiri
sekitar titik dan Elaborasi
§ Point,
states the main argument = Point, menyatakan
argumen utama
§ Elaboration,
develops and supports each point of argument.
§ Elaborasi, mengembangkan dan mendukung setiap titik argumen.
c. Reiteration :
Conclusion (restatement), restates speaker or writer’s position.
Pengulangan: Kesimpulan (penyajian kembali), menyatakan kembali speaker atau posisi penulis.
Pengulangan: Kesimpulan (penyajian kembali), menyatakan kembali speaker atau posisi penulis.
v
Language Features
ü Focus
on generic human or non-human participants.
ü Use
of simple present tense
ü Reasoning
through causal conjunction or nominalization (in addition, furthermore, firstly, thirdly, finally)
ü Relational processes, such as to be (is, am, are), and has / have.
Example: Ninety percent of lung
cancers are caused by smoking
Example of Analytical Exposition Text:
Is Smoking Good for Us?
Before we are going to smoke, it is better to
look at the fact. About 50 thousands people die every year
in Britain as direct result of smoking. This is seven times as many
as die in road accidents. Nearly a quarter of smokers die because of diseases caused by
smoking.
Ninety percent of lung cancers are caused
by smoking. If we smoke five cigarettes a day, we are six times more likely to
die of lung cancer than a non smoker. If we smoke twenty cigarettes a
day, the risk is nineteen greater. Ninety five percent of people who suffer
of bronchitis are people who are smoking. Smokers are two and half
times more likely to die of heart disease than non smokers.
Additionally, children of smoker are more
likely to develop bronchitis and pneumonia.
In one hour in smoky room, non smoker breathes as much as substance causing
cancer as if he had smoked fifteen cigarettes.
Smoking is really good for tobacco companies because
they do make much money from smoking habit. Smoking however is not good for
everybody else.
The
generic structure of the text above:
Thesis : Before
we are going to smoke, it is better to look at the fact. About 50
thousands people die every year in Britain as direct result of
smoking. This is seven times as many as die in road accidents. Nearly a quarter
of smokers die because of diseases
caused by smoking.
Argument
1 : Ninety percent of lung cancers are caused by smoking. If
we smoke five cigarettes a day, we are six times more likely to die
of lung cancer than a non smoker. If we smoke twenty cigarettes a
day, the risk is nineteen greater. Ninety five percent of people who suffer
of bronchitis are people who are smoking. Smokers are two and half
times more likely to die of heart disease than non smokers.
Argument
2 : Additionally, children of
smoker are more likely to develop bronchitis and pneumonia.
In one hour in smoky room, non smoker breathes as much as substance causing
cancer as if he had smoked fifteen cigarettes.
Reiteration : Smoking
is really good for tobacco companies because they do make much money from
smoking habit. Smoking however is not good for everybody else.
F.
Teaching
and Learning Media
Text book
G.
Teaching
and Learning Technique:
Discussion (the students are divided into several groups, which consist of 3 students of each group), answer the question.
Discussion (the students are divided into several groups, which consist of 3 students of each group), answer the question.
H . Teaching and Learning
activities
a. Pre
activities
-The teacher greeting the students
-The teacher asks one of students to make praying
-The teacher greeting the students
-The teacher asks one of students to make praying
b. Main activities:
Ø Observation
The teacher introduces about kinds of text (Analytical Exposition text).
The teacher introduces about kinds of text (Analytical Exposition text).
Ø Questioning
The students asks what the Analytical Exposition text.
The students asks what the Analytical Exposition text.
Ø Exploration
The teacher explains about Analytical Expostion text.
The teacher explains about Analytical Expostion text.
Ø Association
The teacher guides the students to make the other example of Analytical Exposition text.
The teacher guides the students to make the other example of Analytical Exposition text.
Ø Networking
The teacher asks the students to give reinforcements/feedback about the Analytical Exposition text.
The teacher asks the students to give reinforcements/feedback about the Analytical Exposition text.
c. Post
activities
ü The students and teacher make conclude about the lesson
ü The teacher asks the students to do exercise
ü The teacher gives the homework
ü The teacher closes the lesson with greeting the students
I. Teaching and
Learning Sources
-Real English 2
For Senior High School Grade XI
-Internet
(http://febry23.wordpress.com ; http://mubarakcp.blogspot.com ;
http://hikha-z.blogspot.com ; crybabytitin.blogspot.com ; http://tipspelajaranbahasainggris.blogspot.com)
-Internet
(http://febry23.wordpress.com ; http://mubarakcp.blogspot.com ;
http://hikha-z.blogspot.com ; crybabytitin.blogspot.com ; http://tipspelajaranbahasainggris.blogspot.com)
J. Evaluation
Corruption and Indonesian Culture
Corruption has happened for many years and today it
becomes a bad culture in Indonesia for three reasons.
Most adult Indonesian or foreigners have known and
admitted that corruptions happen in many places. The daily newspapers, news
programs on TV and radio have reported corruptions are done everywhere, almost
in all departments or public services of this country. Corruptions happen in
health, education departments and banks. When we manage to get some documents
in public service offices, we usually need much money to pay. Manipulations happen everywhere.
The actions to
eliminate corruption are weak. The ever stronger culture seems not to
come to an end when the responsible institutions who have to reinforce the justice today commit corruption. This is
the worst. Corruptions happen in police department, courts where judges, public
prosecutors, lawyers make
deals to do corruption. All of us also heard in the end of 2004, Probosutejo
reported that he had bribed
the Supreme Court, or called Mahkamah Agung which becomes the highest level
where the justice can be obtained. Perhaps you have to try to come to the local
courts and see what happen there. You will see practices of bribery and other
kinds of corruption. Therefore, we can say that corruptions becomes our
culture. Do you like it?
The citizens have no goodwill to fight against the
corruption. They create the situations in which people a have opportunities to do corruptions.
The citizens like to break the rules because they are not disciplined. For
example, in the street when they drive a car or ride motorcycle, they do not
have the driving license or necessary documents. Then, they
are caught by the local policemen. To avoid more difficulties, they like to
bribe the officer. The officer let them go then. In other words, the citizens
and officers are the same, doing corruption together. If only the people were
critical, disciplined, and obey the rules, and willing to report any wrong
behaviors, this country will not be number one corrupting country in the world.
Conclusion Based on the reasons, we can conclude
that corruption is becoming a bad culture in Indonesia if it is not ended soon
by all of us. It seems that there must be more severe penalty for the
Corruptors. Do we still care about the future of this country?
Listen the instructions!
J
(underline
and find the Generic structure from the text above).
Ø Multipulchoice ( Choose A, B, C, D, E for the correct answer)
Smoking in Restaurant
Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants.
Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants.
1. Smoking in the restaurants must
be avoided because……
a) It is harmful to others
b) It is impolite
c) It’s dangerous to the smokers
d) It can cause heart and lung disease
e) All answers are correct
a) It is harmful to others
b) It is impolite
c) It’s dangerous to the smokers
d) It can cause heart and lung disease
e) All answers are correct
2. We have many reasons to say that
smoking must be avoided. The word reasons mean…..
a) conclusion
b) point of view
c) argument
d) reinforcement
e) statement
a) conclusion
b) point of view
c) argument
d) reinforcement
e) statement
3. Since we can find a thesis,
arguments and reiteration in the text, so we can conclude that this text
belongs to…..
a) description
b) narration
c) anecdote
d) procedure
e) analytical exposition
a) description
b) narration
c) anecdote
d) procedure
e) analytical exposition
4. What is the purpose of the text?
a) To inform the readers to the readers
b) To persuade to the readers
c) To describe to the readers
d) To tell a story to the readers
e) To argue about smoking to the readers
a) To inform the readers to the readers
b) To persuade to the readers
c) To describe to the readers
d) To tell a story to the readers
e) To argue about smoking to the readers
5. The synonym of the word dangerous in the text is……
a) rude
b) impolite
c) health risk
d) harmful
e) disease
a) rude
b) impolite
c) health risk
d) harmful
e) disease
6. Smoking in restaurants is just
not on. It must not be allowed because it is rude, harmful to others and
dangerous for the smokers.
The sentence above characterize as….. of the text.
a) thesis
b) arguments
c) reiteration
d) topic sentence
e) supporting details
The sentence above characterize as….. of the text.
a) thesis
b) arguments
c) reiteration
d) topic sentence
e) supporting details
Learning English
Learning English through music and songs can be very enjoyable. You can mix pleasure with learning when you listen to a song and exploit the song as a means to your English progress. Some underlying reason can be drawn to support the idea why we use songs in language learning.
Firstly, “the song stuck in my head” Phenomenon (the echoing in our minds of the last song we heard after leaving a restaurant, shopping malls, etc) can be both enjoyable and sometimes unnerving. This phenomenon also seems to reinforce the idea that songs work on our short-and-long term memory.
Secondly, songs in general also use simple conversational language, with a lot of repetition, which is just what many learners look for sample text. The fact that they are effective makes them many times more motivating than other text. Although usually simple, some songs can be quite complex syntactically, lexically and poetically, and can be analyzed in the same way as any other literary sample.
Furthermore, song can be appropriated by listener for their own purpose. Most pop songs and probably many other types don’t have precise people, place or time reference.
In addition, songs are relaxing. They provide variety and fun, and encourage harmony within oneself and within one group. Little wonder they are important tools in sustaining culture, religion, patriotism and yeas, even revolution.
Last but not least, there are many learning activities we can do with songs such as studying grammar, practicing selective listening comprehension, translating songs, learning vocabulary, spelling and culture.
From the elaboration above, it can be concluded that learning through music and songs, learning English can be enjoyable and fun.
Learning English through music and songs can be very enjoyable. You can mix pleasure with learning when you listen to a song and exploit the song as a means to your English progress. Some underlying reason can be drawn to support the idea why we use songs in language learning.
Firstly, “the song stuck in my head” Phenomenon (the echoing in our minds of the last song we heard after leaving a restaurant, shopping malls, etc) can be both enjoyable and sometimes unnerving. This phenomenon also seems to reinforce the idea that songs work on our short-and-long term memory.
Secondly, songs in general also use simple conversational language, with a lot of repetition, which is just what many learners look for sample text. The fact that they are effective makes them many times more motivating than other text. Although usually simple, some songs can be quite complex syntactically, lexically and poetically, and can be analyzed in the same way as any other literary sample.
Furthermore, song can be appropriated by listener for their own purpose. Most pop songs and probably many other types don’t have precise people, place or time reference.
In addition, songs are relaxing. They provide variety and fun, and encourage harmony within oneself and within one group. Little wonder they are important tools in sustaining culture, religion, patriotism and yeas, even revolution.
Last but not least, there are many learning activities we can do with songs such as studying grammar, practicing selective listening comprehension, translating songs, learning vocabulary, spelling and culture.
From the elaboration above, it can be concluded that learning through music and songs, learning English can be enjoyable and fun.
7. The type of the text above is …
a) Analytical exposition
b) Hortatory exposition
c) Narrative
d) Discussion
e) Explanation
a) Analytical exposition
b) Hortatory exposition
c) Narrative
d) Discussion
e) Explanation
8. What is the communicative purpose
of the text?
a) To tell the reader about the songs
b) To entertain the reader with the songs
c) To show the reader the use of songs
d) To explain above the songs
e) To persuade the reader to use songs in learning language
a) To tell the reader about the songs
b) To entertain the reader with the songs
c) To show the reader the use of songs
d) To explain above the songs
e) To persuade the reader to use songs in learning language
9. The generic structures of the
text are ….
a) Thesis – arguments – recommendation
b) General statement – sequential explanation
c) Newsworthy events – background events – sources
d) Thesis – arguments – reiteration
e) General statement – arguments
a) Thesis – arguments – recommendation
b) General statement – sequential explanation
c) Newsworthy events – background events – sources
d) Thesis – arguments – reiteration
e) General statement – arguments
10. What is the text about ….
a) Learning songs
b) Very enjoyable music
c) The phenomenon
d) Music listeners
e) Using songs in language learning
a) Learning songs
b) Very enjoyable music
c) The phenomenon
d) Music listeners
e) Using songs in language learning
Key Answers :
Ø Multiple Choice:
1. A 6. A
2. C 7. A
3. E 8. E
4. B 9. D
5. D 10. E
1. A 6. A
2. C 7. A
3. E 8. E
4. B 9. D
5. D 10. E
Ø Homework :
The students ask to create one new Analytical Exposition
by using your own words and determine the generic structure, minimal 5
paragraphs.
K. Scoring Rubric
The teacher takes students’ score per evaluation or every
evaluation that has been taken, every right answer times 100 points than it
will be divided with the amount of
exercise, for example, the first evaluation consists of 10 exercises, if
student answers the 10 exercises correctly, the 10 exercises will be timed with
100, then after getting the result of times, it will be divided 10, because
there are 10 exercises, that’s the students’ score for the first evaluatio, and
it will be applied in the second exercise. The pattern of this scoring is shown
bellow.
Scoring formula =
right score
X 100
Amount
of exercise
Scoring = 100
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