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LESSON PLAN

Name of Teacher : Muhammad Hafiz Ilham Akbar


Name of School : SMP Darul Hijrah Putra
Subject : English
Grade : VIII/8
Topic : It’s English Time (Chapter 1)
Text Type : Interpersonal Text
Skill : Listening and Speaking
Time Allocation : 1 x 15 minutes
A. Core Competence
1. To appreciate and practice the teaching of their religion
2. To demonstrate the honesty, discipline, responsibility, caring (tolerance,
cooperation), politeness, confidence, in interacting effectively with the social and
natural environment within the reach of association and its existence
3. To understand knowledge (factual, conceptual, and procedural) based on curiosity
about sciences, technology, art, culture, related to visible phenomena and events.
4. To try, to process and to present in a concrete domain (using, parsing, arranging,
modifying and making) and abstract domain (writing, reading, counting, drawing
and composing) in accordance with what’s learned in school and same others
sources in the perspective/theory.
A. Basic Competence

3.1 Implement social functions, structures text, and linguistic elements of the text oral and
interpersonal interactions writing that involves action ask attention, check understanding,
respecting performance, ask and express opinion, and respond to it, in accordance with the
context its use.

4.1 Compile interaction text very interpersonal oral and written short and simple ones
involves asking attention, check understanding, appreciate performance, and ask and
express opinions, and respond with pay attention to social functions, text structure, and
elements correct and appropriate language context.

B. Learning Objective
1. The students will be able to analyze the interpersonal text about “it’s English time”
that have been prepared in the text book.
2. The students have friendly, social care, and honesty to implement the communicative
function of interpersonal text/dialogue about it’s English time.
3. The students will be able to complete the blank on the script during audio is playing
and practice the dialogue in pairs.
C. Indicators :
1. To classify what is kind of text.
2. To simplify what is interpersonal text.
3. To display friendly, social care, and honesty in interpersonal text about “it’s
English time”.
4. To implement friendly, social care, and honesty in interpersonal text about “it’s
English time”.
5. To full-fill the blank during the audio is playing.
6. To order the students for working in pairs then do the conversation in front of class.
D. Learning Materials
1. Social function: an interpersonal text is used to ask a permission, opinion and question
2. Generic Structure:

Asking Answering
Permission (may/can + S + …… Yes, Sure,…..
Andi: may I help you? Rere: yes, sure
Doni: Can I borrow your book? Elex: yes, you can….

3. Dominant Language
Using present tense (I borrow, I open, ect)
Using Action verb (open, borrow, go)
Using of Direct speech
E. Learning Method : CLT (Communicative Language )
F. Media : Loud Speaker, LCD, print out material
G. Teaching and Learning Activity
No Activity Explanation Time
1 Pre- The Teacher opens the lesson by greeting the 2
Activity students: Minutes
T : Hi, Good Morning Students
S : Hi, Good Morning Miss
T : How are you this morning? Good?
Ss : Good/well/very well/fine (Varies)

The teacher then introduces the material they will


learn by saying:
T : if you want to go out from classroom, what will
you say in Indonesia?
Ss : bolehkah saya keluar sir
T: good, who knows what kind of sentence is this?
Ss: Asking Permission
T: good, so today, we will learn and discuss about
asking permission.
(the teacher reexplains interpersonal text and show
the video about it after that, the teacher gives some
print out to all students).
2. While- - Talking about Asking Permission 11
Activity (conversation in pairs) Minutes
T : “Okay class, have you got the print out?.
Ss : “Yes sir” (Expected answer)
T: have you seen the sentence of asking permission
T : “Very good. Muslimah, can you read the
sentence?
Ss: may I wash my hand?
T: do you understand?
Ss: yes
T: do you wonder about the formula how to make
sentence in asking permission
Ss: yes sir
(the teacher explains about the formula in making
asking permission )
T: ok now, let’s move to Listening part, I will give
some questions that will be answered by you
individually.
T: now, be ready yourself for the questions
Ss: students are doing Listening Section
After that, teacher takes the students’ answer sheets
and shows the key answer to them.
(the teacher gives new order)
T: now, I want you to make your own sentence based
on the formula that you have learned.
(while the students are doing their own sentence, the
teacher checks students’ answer)
T: very good students.
(the teacher gives a new order in speaking section)
T: now, I want you to make your own conversation
about may/can in pairs!
Ss: yes, sir
(after time is up, the teacher asks to show their
conversation in front of the class)
T: ok, Mahmudah and Kiki you can show your
conversation first.
Ss: yes sir.
(after all students have shown their conversation the
teacher concludes the lesson.)
3. Post- - The teacher concludes the lesson 2
activity T: what have we learned? minutes
Ss: Asking permission
T: how about the formula
Ss: may/can + S …
T: right, Mahmudah, could you give an example!
(with different Subject)
Ss: may …..
T: until Any Question
Ss: no
(last section, the teacher gives advices to all
students)
T: I hope you always study hard
Ss: yes
T: see you next time
Ss: see you……..

H. Source
1. Text book
Utami Widiati, Z. R. (2018). Bahasa Inggris. Jakarta: Kementerian Pendidikan dan
Kebudayaan.
2. Internet
https://www.youtube.com/watch?v=avMCZt0PIt8&t=155s
https://www.youtube.com/watch?v=JTRpdwHIiCk
I. Assessment

I. Complete the following dialog with the suitable words you listen from the
recording!
1. Title: Asking for permission ---

Tom: It's me I come in?


Anne: Of course, come in!
Tom: Yuck! What a messy room you have! You need to clean it up Anne.
Anne: Alright, alright... Maybe later...
Tom: What are you up to? Let's hang out!
Anne: I'm in middle of my homework. I'm almost done, hold on...
Tom: Okay. But it's really hot in here I open a window?
Anne: Yea. Go ahead.
Tom: Thanks

Anne: Phew... Oh, my homework!


Tom: I'm so sorry! I read this book?
Anne: Yea yea... Go ahead.
Tom: Hmmm... This is too difficult. And... I already read this... and this is
boring... Anne! Can I draw on your sketchbook?
Anne: Yea....yea... sure...
Tom: …………you help me to draw a lion?
Anne: Nope. I'm super duper busy!
Tom: Okay.... I open this drawer?
Anne: Phew... Can you just please be quiet for a minute?
Tom: Yes, Anne. Can I....
Anne: Okay okay. Do whatever you want!
Tom: Got you! You said so!
(A few minutes later)
Anne: Yes! I'm finally done! Oh my gosh! What happened to my room?

II. Make a dialog including of asking for permission, opinion and question!

Answer Key

1. --- Title: Asking for permission ---

May
Can
Can
Can
1. Cognitive
The knowledge from the students that can explain what the teacher wants from his
students (The subjective assessment of the teacher)
2. Affective
The students’s attitude and affective of lesson that the teacher gives to them.
The observation sheet:
The Observation result of students’ charcters
No. Name Characters Need Showing a Satisfactory Excellent
caring development
1. Nyoi Friendly
Social care
Honesty
2. Unis Friendly
Social care
Honesty
3. Toib Friendly
Social care
Honesty

3. Psychomotor
From this learning process, the students are able to write down the short functional
text about asking for permission, opinion and question.
J. Rubric

Area of Needs work Good Very good


CRITERIA concern 20 pts 30 pts 40 pts
1o pts

Ability to Area of concern Needs work Good Very good


focus.

The student was The student The student was The student was
not able to found it difficult mostly attentive able to
concentrate on to concentrate and usually able concentrate
the listening on the listening to listen with fully and listen
task and was task, but was good very attentively
easily distracted able to attend concentration. throughout the
and inattentive. occasionally. assessment.

General Area of concern Needs work Good Very good


understanding.

Student did not While the The student The student


understand student did not showed a good showed a very
enough understand a lot general good general
vocabulary or of the understanding understanding
information to vocabulary and of the of all
answer the information, vocabulary and vocabulary and
questions. he/she was able information, information,
to complete with most completing all
some of the questions the questions.
questions. completed.

Listening for Area of concern Needs work Good Very good


details.

Student was Although the The student was The student


unable to grasp student showed able to include included all the
specific details a limited ability most specific specific
when listening, to listen for information and information and
and did not details, specific details in his/her details in his/her
include them in information was answers. answers.
the answers. occasionally
included.

Accuracy of Area of concern Needs work Good Very good


answers.

The student's The student Answers were The content was


answers were included a small mostly accurate always accurate
mostly left out amount of and related to and related to
or unrelated to information, the information the information
the information however, a lot given, with a given
given. was left out or only a few
was not errors.
accurate.

Score = 10 + 20 + 30 + 40 = 100

No. Fluency Pronunciation Vocabulary Grammar Details


and accent
1. Smooth and fluid Pronunciation Excellent Accuracy Excellent
speech, few to no is excellent: control of and variety level of
hesitations: no good effort at language of description:
attempts to search for accent features: a grammatical additional
words: volume is wide range structures details
of well- beyond the
chosen required
vocabulary
2. Smooth fluid speech: Pronunciation Good Some error Good level
few hesitations: a is good: good language in of
slight search for effort at accent control: grammatical description
words: inaudible good range structures all required
word or two of relatively possibly information
well chosen caused by included
vocabulary attempt to
include a
variety
20 pts 20 pts 20 pts 20 pts 20 pts
Score: 20 + 20 + 20 + 20 + 20 = 100

Banjarmasin, 13 April 2019

The Principal Teacher

(……………………………….) (……………………………….)