LESSON PLAN School : SMA 1 Gebog Kudus Lesson/Subject : English Subject Matter : Speaking Materials : Narrative text.

Class/Program :XI/Science Department Semester : 1st semester Academic Year : 2012 / 2013 Time Allocation : 4 x 45 minutes (2 meetings) A. STANDARD OF COMPETENCE 4. Expressing the meaning of short functional text and monologues of report, narrative, analytical exposition texts in the context of daily life. B. THE BASIC COMPETENCE. 4.2. Expressing the meaning of monologue texts using the variety of oral language accurately, fluently and contextually accepted in daily life in the genre of: report, narrative, and analytical exposition. C. INDICATORS Understanding the function of narrative text Identify the generic structure of narrative Understanding the content of narrative text D. THE OBJECTIVES OF LEARNING. The students are able to describe the monologue of narrative using the variety of oral language fluently and acceptably. The students are able to analyze the generic structure and the language feature of narrative. The students are able to understand the content of the story. E. THE MATERIALS OF LEARNING. 1. Narrative text (The title: The Three Fish). 2. Narrative film (The title: Cinderella). F. THE METHOD OF LEARNING. 1. Giving assignments 2. Discussion. 3. Performance.

G. THE STEPS OF LEARNING. The First Meeting. a. Opening Arousing the students interest in the topic they are going to discuss. b. The main subject of learning Exploration: The students try to get more information about narrative text. Elaboration The students watch narrative film Cinderella. The students describe the story of narrative film. The students identify the generic structure and language feature of the film. The students answer the questions related to the narrative film. The students make the synopsis of narrative film. Confirmation: The students make summary of what they have discussed. c. Closing The teacher classify the students that have discussed . The teacher gives the students assignment. The Second Meeting. a. Opening Arousing the students interest in the topic they are going to discuss. Questioning and answering about narrative text. b. The main subject of learning Exploration: The students try to get better understanding about how to write a narrative text with its correct structure. Elaboration The students review the material of narrative. The students discuss narrative text. The students analyze the generic structure and language feature of the narrative text. Confirmation: The students make summary of what they have discussed. c. Closing The teacher classifies more exercises or assignments related to the topic.

H.

CHARACTER BUILDING

Religious, Honesty, Tolerant, Disciplin, Hardwork, Creative, Self-Confidence, Democratic, curious, Spirit of Nationality, Love the Country, Appreciation to the Prestige, Freindship and Communicative, Love Peace, Love Scouts, Care to the Environment. I. PLACE / MEANS / MATERIALS / SOURCES OF LEARNING Place : Classroom Tool : LCD and Laptop. Material : Monologue TextNarrative, Film. Source : Modul of English for SMA Students, Internet etc.

J. ASSESSMENT 1. Technique of Assessment: Oral test. Discussion Performance test. 2. Kinds of instruments: Question and answer. Narrative text. Performance.

3.

Examples of instrument STRUCTURAL ASSIGNMENT. 1. Read this Text and analyze the generic structure and language feature. Three Fish

Once three fish lived in a pond. One evening, some fishermen passed by the pond and saw the fish. This pond is full of fish, they told each other excitedly. we have never fished here before. We must come back tomorrow morning with our nets and catch these fish! So saying, the fishermen left. When the eldest of the three fish heard this, he was troubled. He called the other fish together and said, Did you hear what the fishermen said? We must leave this pond at once. The fishermen will return tomorrow and kill us all! The second of the three fish agreed. You are right, he said. We must leave the pond. But the youngest fish laughed. You are worrying without reason, he said. We have lived in this pond all our lives, and no fisherman has ever come here. Why should these men return? I am not going anywhere my luck will keep me safe. The eldest of the fish left the pond that very evening with his entire family. The second fish saw the fishermen coming in the distance early next morning and left the pond at once with all his family.

The third fish refused to leave even then. The fishermen arrived and caught all the fish left in the pond. The third fishs luck did not help him he was caught and killed. Generic Structure Analysis. a. Orientation; introducing specific participants; b. Complication; revealing a series of crisis: c. Resolution; the crisis is resolve: Language Feature Analysis o using time conjunction; once, one day o using connectives; after, the next day o using past tense AUTONOMOUS ASSIGNMENT 1. Find the example of narrative texts and analyze the generic structure and language feature.

Kudus, September 2012

Guide Teacher

Student Practice

Nuryanto, S.Pd NIP. 19670914 199601 1 003 Authorized by. The Principal of SMA 1Gebog

Ainul khakim NIM 2007 32 119

Guide Lecturer

Drs. Sujiyanto, S.IP., M.Si NIP. 19580216 198303 1 009

Fajar kartika, S.S., M.Hum NIP. 0610701000001191

NARRATIVE
Social Function To amuse, entertain and to deal with actual or vicarious experience in different ways, i.e. to gain and hold the readers interest in a story. (It deals with problematic events which lead to a crisis or turning point of some kind which in turn finds a resolution) Generic structure: Orientation :sets the scene, introduces participant

Complication : a crisis arises Resolution : the crisis is resolved , for better or worse

Re orientation/ coda: it provides comment or moral value on what have been learned from the story (optional).

Language Feature Specific and individualized participant (Nouns or pronouns) Material process (action verb) Behavioral processes (breathe, snore, dream) Verbal process ( said, told, asked ) Mental process (think, understand, like.) Relational process (Time connectives and temporal conjunction) Temporal circumstance Past tense

Example: Three Fish Once three fish lived in a pond. One evening, some fishermen passed by the pond and saw the fish. This pond is full of fish, they told each other excitedly. we have never fished here before. We must come back tomorrow morning with our nets and catch these fish! So saying, the fishermen left. When the eldest of the three fish heard this, he was troubled. He called the other fish together and said, Did you hear what the fishermen said? W must leave this pond at once. The fishermen will return tomorrow and kill us all! The second of the three fish agreed. You are right, he said. We must leave the pond. But the youngest fish laughed. You are worrying without reason, he said. We have lived in this pond all our lives, and no fisherman has ever come here. Why should these men return? I am not going anywhere my luck will keep me safe. The eldest of the fish left the pond that very evening with his entire family. The second fish saw the fishermen coming in the distance early next morning and left the pond at once with all his family. The third fish refused to leave even then. The fishermen arrived and caught all the fish left in the pond. The third fishs luck did not help him he was caught and killed. Answer the questions based on the text. 1. What is the story about? 2. What type of the text above? 3. What is the social function of the text? 4. What tense is mostly used in the story above? 5. What problem they have?

The answer : 1. The story above tells about three fish story 2. Narrative text 3. To entertain the reader or listener about three fish problem 4. The tense mostly used is past tense 5. The problem is fisherman wanted to kill him