LESSON PLAN

Students Subject Meeting Time Aspect

: Flight attendants : English :1 : 2 x 45 minutes : Listening

A. Competency Introducing ourselves to someone we dont know Finding out someones name Introducing other people Saying hello to people we know or have met before B. Indicator Introducing ourselves to someone we dont know Finding out someones name Introducing other people Saying hello to people we know or have met before C. Learning Goal The students are able to : 1. Introduce themselves to someone they dont know 2. Find out someones name 3. Introduce other people 4. Say hello to people you know or have met before. D. Material Sentences and phrases: Introducing ourselves to someone we do not know My names Paola. Pleased to meet you. Hi there, Im Tom. Finding out someones name. Sorry, Whats your name? Excuse me, could you tell me your name, please? Introducing other people. This is my colleague, Katrin. This is Hemal Saying hello to people we know or have met before Hello again. How are you? Fine thanks. And you? Hows it going? Very well, thanks. How are you? Not too bad. Hi there. Hi!

Listening Scripts 1.1 Paola :Hi, are you on the flight to Boston at 10:20? Tom : Yes, I am. Are you on the same flight? Paola : Yeah! My names Paola, by the way. Tom : Hi, Paola. Im Tom. Its nice to meet you. Jenny : Hello, Paola, Im Jenny. Paola : Hi, Jenny. Its nice to meet you. Jenny : Sorry, whats your name? Tom : My names Tomaz, but I prefer to be called Tom. Anyway, pleased to meet you, Jenny. Jenny : Im sure Ive flown with you before, Paola, but I cant remember what trip we did together. Paola : Yes, I feel I know you, too! Tom : Wed better go now, the shuttle is waiting and our briefing starts in ten minutes. 1.2 Tom : Good morning, Katrin. How are you today? Katrin : Fine thanks, Tom. How about you? Have you had some good trips recently? Tom : Yes, I had a great roster last month! And Ive just got back from 4-day Hongkong trip. The flight was really busy, but I had a fantastic team! Are you looking forward to going to Boston? Katrin : Definitely. The shops are fantastic there! Mind you, I was in a bit of a panic last night _ I couldnt find my passport! It took me ages to find it! I thought I was going to have to come off this flight. Tom : Im glad you found it! I was looking forward to working with you again as its my first trip to Boston. By the way, this is Paola. Paola : Oh, weve met before! Hello, Katrin, how are you? Katrin : Very well, thanks. Its nice to see you again. Paola : This is Jenny. Katrin : Hi, Jenny. Jenny : Hi there, Katrin. (pause) Paola, Ive just remembered which trip we did together! It was to Madrid back in June. Paola : Oh, thats right! How could I forget! It was a really turbulent flight, wasnt it! Didnt you drop a full drinks tray on what very smartly dressed businessman and he went a bit crazy? Jenny : Wow! Yes! You have a good memory. Anyway, how are you? Paola : Not too bad now. Ive been off sick for a week, so its great to be back flying. In fact, I think you and Tom are part of my team today. 1.3 Ted : Good morning everyone, and welcome to DZ107 flight to Boston. For those who havent flown with me before, my names Ted. Im your purser in charge of todays flight. Id also like to introduce to your cabin supervisors : Katrin Larsson is going to be in charge of business today and Leila Ahmed isn in charge of Economy. Katrin : Hello, everyone. Leila : Hi, everyone. Its nice to some new and familiar faces. Ted : can I just check that everyone has got their working positions and door responsibilities?

All crew ; Yes. Ted : And I see we have a new long haul crew member joining us today- Jutta Weber. Welcome to long-haul, Jutta. Youll be working with Leila and Hemal, so if youre unsure of any of your responsibilities, Im sure theyll be glad to help you out. Jutta : Thanks. Im really excited about my long-haul flight! Leila : Hi, Jutta, Im Leila, the FA7 galley leader. Ill be sitting at Door 4 Left, working with you and Hemal. When we get on board, if you need any help with your pre-take-off duties or stowage areas, just let us know. Jutta : Thank you very much. Ted : Ok. Before I give you any flight details

Worksheets Part 1. Listen to three cabin crew members, Paola, Tom and Jenny, introducing themselves to each other. The cabin crew are meeting just before the pre-flight briefing. Answer the questions. 1. Where is the flight going to? 2. What does Paola say to introduce herself to Tom? 3. What is Toms reply? 4. Jenny is not sure of Toms name. What is her question? 5. Have Jenny and Paola met before? 6. When does the briefing start? Part 2. Listen to Paola, Tom and Jenny saying hello to Katrin, another flight attendant. They are on the shuttle for the short ride to the briefing room. Are the statements true (T) or false (F)? 1. Tom and katrin do not know each other. 2. Paolo and katrin do not know each other. 3. Jenny and Kathrin do not know each other. 4. Katrin is not looking forward to going to the US. 5. Paola and Jenny were on a flight to Madrid together. 6. Paola spilled drinks on a passenger 7. All four are in the same team on the flight. Part 3. Listen to the beginning of the cabin crew briefing and answer the questions. The purser starts the meeting. You also hear flight attendants Katrin, Leila and Jutta. 1. 2. 3. 4. 5. 6. What is the name of the purser? Where will Katrin be working on the flight? Where will Leila be in charge? Why is this flight special for Jutta? Who will Jutta be working with? Where will Leila be positioned?

E. Method Pre listening Whilst Listening Post Listening F. Media Audio media G. Resources Textbook: Cabin Crew English for Flight Attendant H. Step of learning Getting started (5) - The teacher greets - The teacher explains the process and the goal of learning Main activity (70) - The teacher introduces the way how to introduce ourselves to other, the way how to find out someones name, the way how to introduce others and the way how to say hello to someone we know or have met before. - The teachers plays the audio part 1, the students listen and do the worksheets. - Together, students and teacher discuss part 1. - The teachers plays the audio part 2, the students listen and do the worksheets. - Together, students and teacher discuss part 2. - The teachers plays the audio part 3, the students listen and do the worksheets. - Together, students and teacher discuss part 3. Closing (10) - The teacher reviews the lesson by asking the students about the lesson.

I. Assesment 1. Indicator, technique and type No 1 Indicator Students can comprehend a discussion text Technique Writing test Type Essay

2.

Instructions Read the text and answer the questions completely.

3. Scoring Rubric No. 1 2 3 4 Aspect Answer the question appropriately and grammatically Answer the question appropriately but ungrammatically Answer the question little appropriate and ungrammatically Answer unsuitable or no answer Maximum score Score 10 8 5 0 100

LESSON PLAN

School Subject Class/Semester Time Aspect

: XXX Senior High School : English : XII/1 : 1 x 45 minutes : Writing

A. Standard of Competency Expressing information and opinion in discussion.

B. Basic Competency Writing a discussion text about issue in society C. Indicator 1. Presenting information and opinions about more than one side of an issue (for points and against points) 2. Making conclusion/recommendation D. Learning Goal The students are able to : 1. present an issue 2. mention arguments or evidence for different points of view (pros and cons) 3. make conclusion and recommendation E. Material A short discussion text Generic structure of discussion text Title

Cloning of Animals: Allowed or Not Allowed?

In this modern era, technology has developed to such a certain degree that scientist are able to create new forms of life. One of them is cloning. The debate whether cloning of animals should be allowed or not seems endless. Those who agree with cloning of animals usually argue that the cells produced from them can be used to stop animals from becoming extinct. They also add that cloning has a purpose to produce high quality of cells. Many species are becoming rarer and rarer. Scientists are concerned if they dont do something to save certain species, these animals will be extinct forever and this would be a big loss for the animal kingdom. For this reason, researchers have improved cloning technology so that many rare species can be successfully cloned. However, not everyone is excited about cloning animals. Some people feel that it could have terrible consequences.

Issue

Argument for points

Elaboration

Argument against point

Elaboration

For example, if dinosaurs are cloned, then men could be extinct. It is clear that these ferocious beasts cannot live together with humans. In history, these creatures lived several thousand years before men appeared. Can you imagine these giant killing creatures living within the same era and on the same planet with us? As a result of this controversy, people still havent got the answer yet for cloning animals. Moreover, some members of the scientific community think that the banning of cloning technology will destroy the creativity of science.

Conclusion

F. Method Three phase technique Pre writing Whilst writing Post writing G. Media worksheets LCD H. Resources Textbook: Look Ahead 3 I. Step of learning Getting started (5) - The teacher greets and then fills attendance list - The teacher explains the process and the goal of learning Main activity (30) Exploration - The teacher gives an example of discussion text. - The teacher gives generic structure of discussion text. - The students mention the title of the text. - The students find and mention the argument for points and the elaboration - The students define what argument for points is. - The students find and mention the argument against points and the elaboration. - The students define what argument against point is. - The students find and mention the conclusion. - The students define what conclusion is. Elaboration The teacher gives a topic (TV is good or bad for students) The teacher asks the students to write for arguments and against arguments. The teacher asks the students to compose a discussion text based on the topic and the arguments. Confirmation - The teacher gives correction to students mistake in writing. - The teacher gives appreciation to students who have done the writing well and gives encouragement to students who havent done the writing well. Closing (10) - The teacher reviews the lesson by asking the students about the lesson. - The teacher divides the students into groups. - The teacher gives a homework to prepare a presentation about a topic ( dating for high school students)

J. Assesment 1. Indicator, technique and type. No 1 Indicator Students can write a discussion text Technique Writing test Type Essay

2. Instruction

Write a discussion text. Choose one of the titles below Dont forget to use the generic structure of a discussion text. Titles : The controversy of the National Examination. Riding a motor cycle to school : allowed or not allowed? Should multimedia be provided in classrooms?

3.

Scoring Rubric Aspect Use simple present tense Use connectives to move from one point to the other. Use topic sentences and supporting sentences to make the paragraph understandable. Score 0 15 0 - 10 0 15

No. 1 2 3

4 5 6

Provide the positive points of view supported with the arguments Provide the negative points of view supported with the arguments Write conclusion clearly and make certain that do not take one side (neutral) Maximum score

0 20 0 20 0 20

100

LESSON PLAN
School Subject Class/Semester Time Aspect : XXX Senior High School : English : XII/1 : 1 x 45 minutes : Speaking

A. Standard of Competency Expressing information and opinion in discussion. B. Basic Competency Discussing a topic C. Indicator 1. Presenting information and opinions about more than one side of an issue (for points and against points) 2. Making conclusion/recommendation D. Learning Goal The students are able to : 1. present an issue 2. mention arguments or evidence for different points of view (pros and cons) 3. make conclusion and recommendation E. Material A topic about dating for high school students Example of presentation Pro Good morning, we are from the Pro side. We chose the topic about _______________. Our team assumes______________________ Firstly, ___________________________________________________________________ Secondly, _________________________________________________________________ Thirdly, __________________________________________________________________ So, from these reasons, my friends, we reached the conclusion that ____________________ ___________________________________________________________________________ _____________________________. Contra Good morning, we are from the Contra side. ______________is our topic today. Hereby we declare that we really dont agree with you. Your team stated that _____________________ __________________________________________________________________________ Lets look at the facts. Firstly, _________________________________________________ Secondly, ________________________________________________________________ Thirdly, __________________________________________________________________ In conclusion, for all these reasons we say that _____________________________________ ___________________________________________________________________________

F. Method Three phase technique Pre speaking Whilst speaking Post speaking G. Media LCD H. Resources Textbook: Look Ahead 3 I. Step of learning Getting started (5) - The teacher greets and then fills attendance list - The teacher explains the process and the goal of learning Main activity (30) In the lesson before, the students have divided into two groups (pro group and contra group) Each group has prepared presentation about topic dating for high school students Exploration The teacher asks about definition of issue. The teacher asks about definition of pro/positive points and contra/negative points The teacher asks about definition of elaboration The teacher asks about definition of conclusion. Elaboration Each group chooses representative to speak for their group in front of the class. The chosen representative of the pro group states the issue and points out the good things and supports arguments, The chosen representative of the contra group states the issue and points out the bad things and supports the arguments. One member of the pro group makes conclusion of discussion. One member of the contra group makes conclusion of the discussion. Confirmation - The teacher reviews the conclusion from each group, then add more information about the topic. Closing (10)

The teacher gives homework to write computer parts.

J. Assesment 1. Indicator, technique and type. No 1 Indicator Students can give opinion about a topic Technique Oral test Type Presentation

2. Instruction

Make a presentation and presents it in front of the class. Choose one of the titles below Titles : Is homework necessary? Too young to be married : good or bad?

3.

Scoring Rubric Aspect Use simple present tense Use greeting and opening state Use connectives to move from one point to the other. Provide the points of view supported with the arguments Make conclusion clearly Maximum score Score 0 20 0 - 20 0 20 0 20 0 20 100

No. 1 2 3 4 5

LESSON PLAN

School Subject Class/Semester Time Aspect

: XXX Senior High School : English : XII/1 : 1 x 45 minutes : Vocabulary

A. Standard of Competency Talking about things in daily life B. Basic Competency Talking about computer C. Indicator 1. Recognizing computer parts 2. Understanding the function of computer parts. D. Learning Goal The students are able to : 1. recognize computer parts 2. understand the function of computer parts. E. Material

Label the parts of a computer. Number one has been done for you as an example. printer keyboard mouse monitor compact disk scanner

Complete the following sentences with the suitable words provided in the box. laptop printer keyboard CD-Rom communicate mouse eradicated database monitor screen software

1. If you want to check whether data is correctly processed as you can see it on the __________ 2. A small device that allows you to operate programs in a computer with speed, instead of typing the command is called_____________ 3. ___________looks like a typewriter which has a function to do the input central processing and output. 4. When you need an output data you will need a ___________to print the data. 5. ___________is an instrument that can store the data of hundreds of megabytes so it is also ideal for storing pictures and sound. 6. All the systems of a computer are called ____________ 7. ______________is very convenient. Since it is a portable computer, it s practical for a travelling businessman. 8. Some viruses have ___________ my computer programs from this disk. 9. With a modem in a computer, one can ______________to another via telephone line. 10. Now that more information is stored in a digital form, making a perfect ____________is both easy and cheap.

F. Method Individual activity

G. Media worksheets LCD H. Resources Textbook: Look Ahead 3 I. Step of learning Getting started (5) - The teacher greets and then fills attendance list - The teacher explains the process and the goal of learning Main activity (30) Exploration - The teacher asks students to mention parts of computer. Elaboration The teacher asks students to label the parts of computer. The teacher asks students to complete sentences about computer. Confirmation - Check the answer as a class. - The teacher gives chance to students to ask question about thing they dont understand, then the teacher explain it. Closing (10) - The teacher reviews the lesson by asking the students about the lesson. J. Assesment 1. Indicator, technique and type. No Indicator 1 Students can recognize computers part and the function

Technique Writing test

Type Close test

2.

Instructions Complete with suitable part of computer.

3. Scoring Ten questions, one answer correct get 10 score. Maximal score is 100.