Friday, January 8, 2010

LESSON PLANS / RPP BHS. INGGRIS

LESSON PLAN

Unit : Vocational School

Grade/term : XI/1

Subject : English

Time Allocation : 2 X 35”

Competence Standard : 2. To communicate in English on Elementary Level.

Basic Competence : 2.1. To notice simple messages in a direct interaction and using the device.

Indicator : The messages had been received directly will noticed correctly.

I. Objectives

After joining the lesson, students are able to:

1. Write messages using the adjective Clauses.

2. Apply the adjective clauses orally on the daily conversations.

II. Subject Material

ADJECTIVE CLAUSES

DEFINITIONS :

A. INDEPENDENT CLAUSE

a complete sentence containing a subject & verb

I thanked the woman that helped me.

(independent clause)

B. DEPENDENT CLAUSE

an INCOMPLETE sentence usually introduced by a RELATIVE PRONOUN (who(m), which, that, whose) that must be connected to an independent clause.

I thanked my mother, who helped me clean the house.

(dependent clause)

Relative Pronouns

1. Using a modifying clause with who, whom, which & that

Adding descriptive information for people and things.

· who

· who(m)

· that

· which

Omitting an object pronoun, examples:

a. The woman who called you is here.

b. The woman (whom) you called is here.

2. Using a modifying clause with whose

Adding descriptive information for possession.

· whose (for people), examples:

a. The woman who is Greek is on the phone.

b. The woman whose name is Greek is on the phone.

3. Using a modifying clause with when and where

Adding descriptive information for time and place.

a. when (time)

b. where (place)

examples:


a. San Francisco where the "flower children" began is a colorful city.

b. The 1960s when the "flower children" thrived was a colorful decade.

III. Learning Method

Question-answer

Discussion

Individual works

Assessment

IV. Learning Phases

a. Opening

- Greeting

- Brainstorming

- Review the related material.

b. Main

- Teacher explains the material ( Adjective Clauses)

- Teacher gives time for the students to discuss the material by using the pictures.

- Teacher asks the students randomly to answer the questions orally as the sample to measure their understanding.

c. Closing

- Summing up the material

- Students do the test for the evaluation.

V. Learning Sources

- Text book (ENGLISH FOR VOCATIONAL SCHOOL)

- Hand out from the internet

VI. Media

Pictures:

Golden Gate Bridge

The Golden Gate Bridge, (which was) designed by Joseph Strauss, attracts tourists.

smart car on streetThe green car that I like most is in front of my office.

Woman on Phone

The lady who is calling is my mother.

The lady whom I call is my mother.

VII. Assessment

a. Technique : written

b. Instrument form : Complasion.

c. The instrument :

Fill the blank with the correct answer!

1. An architect is someone …………. designs buildings.

2. The book is about the girl…….. I meet at her home.

3. It seems that earth is the only planet……. can support life.

4. Where are the pictures……….. used to hang on that wall.

5. A widow is a woman……….. husband is dead.

6. I would like to live in a country ……….. there is a plenty of sunshine.

7. I recently went back to town ……….I was born.

8. I don’t like stories …….. have unhappy endings.

9. I don’t like people …….. are never on time.

10. What was the name of the man ……… wife become ill and was taken to hospital?

The answers:

1. who

2. whom

3. which

4. that

5. whose

6. where

7. where

8. that

9. who

10. whose

Scoring : Each number is scored 1

Final scoring formula = x 100

Acknowlegded by, Klaten,

Teacher PPL Student

(Fatmawati, S.Pd) (Fibriani Endah W.)

NIP. NIM. 0611201573



LESSON PLAN

Unit : Vocational School

Grade/term : XI/1

Subject : English

Time Allocation : 2 X 45”

Competence Standard : 2. To communicate in English on Elementary Level.

Basic Competence : 2.1. To notice simple messages in a direct interaction and using the device.

Indicator : The messages had been received directly will noticed correctly.

I. Objectives

After joining the lesson, students are able to:

1. Write the form of direct & indirect speech (reported speech).

2. Write messages using the direct & indirect speech (reported speech).

3. Apply the direct & indirect speech (reported speech) orally on the daily conversations.

II. Subject Material

1. Reported Speech

We often have to give information about what people say or think. In order to do this you can use direct or quoted speech, or indirect or reported speech.

2. Direct Speech

Saying exactly what someone has said is called direct speech (sometimes called quoted speech) Here what a person says appears within quotation marks ("...") and should be word for word. For example: She said, "Today's lesson is on presentations." Or "Today's lesson is on presentations," she said.

3. Indirect Speech

Indirect speech (sometimes called reported speech), doesn't use quotation marks to enclose what the person said and it doesn't have to be word for word.

When reporting speech the tense usually changes. This is because when we use reported speech, we are usually talking about a time in the past (because obviously the person who spoke originally spoke in the past). The verbs therefore usually have to be in the past too.

For example:

Direct speech

Indirect speech

"I'm going to the cinema", he said.

He said he was going to the cinema.

4. Tense change

a. As a rule when you report something someone has said you go back a tense: (the tense on the left changes to the tense on the right):

Direct speech

Indirect speech

Present simple
She said, "It's cold."

Past simple
She said it was cold.

Present continuous
She said, "I'm teaching English online."

Past continuous
She said she was teaching English online.

Present perfect simple
She said, "I've been on the web since 1999."

Past perfect simple
She said she had been on the web since 1999.

Present perfect continuous
She said, "I've been teaching English for seven years."

Past perfect continuous
She said she had been teaching English for seven years.

Past simple
She said, "I taught online yesterday."

Past perfect
She said she had taught online yesterday.

Past continuous
She said, "I was teaching earlier."

Past perfect continuous
She said she had been teaching earlier.

Past perfect
She said, "The lesson had already started when he arrived."

Past perfect
NO CHANGE - She said the lesson had already started when he arrived.

Past perfect continuous
She said, "I'd already been teaching for five minutes."

Past perfect continuous
NO CHANGE - She said she'd already been teaching for five minutes.

b. Modal verb forms also sometimes change:

Direct speech

Indirect speech

will
She said, "I'll teach English online tomorrow."

would
She said she would teach English online tomorrow.

can
She said, "I can teach English online."

could
She said she could teach English online.

must
She said, "I must have a computer to teach English online."

Had to
She said she had to have a computer to teach English online.

shall
She said, "What shall we learn today?"

should
She asked what we should learn today.

may
She said, "May I open a new browser?"

might
She asked if she might open a new browser.

Note - There is no change to; could, would, should, might and ought to.

Direct speech

Indirect speech

"I might go to the cinema", he said.

He said he might go to the cinema.

c. You can use the present tense in reported speech if you want to say that something is still true i.e. my name has always been and will always be Lynne so:-

Direct speech

Indirect speech

"My name is Lynne", she said.

She said her name was Lynne. or

She said her name is Lynne.

d. You can also use the present tense if you are talking about a future event.

Direct speech (exact quote)

Indirect speech (not exact)

"Next week's lesson is on reported speech ", she said.

She said next week's lesson is on reported speech.

5. Time change

If the reported sentence contains an expression of time, you must change it to fit in with the time of reporting.

For example we need to change words like here and yesterday if they have different meanings at the time and place of reporting.

Today

+ 24 hours - Indirect speech

"Today's lesson is on presentations."

She said yesterday's lesson was on presentations.

Expressions of time if reported on a different day

this (evening)

that (evening)

today

yesterday ...

these (days)

those (days)

now

then

(a week) ago

(a week) before

last weekend

the weekend before last / the previous weekend

here

there

next (week)

the following (week)

tomorrow

the next/following day

In addition if you report something that someone said in a different place to where you heard it you must change the place (here) to the place (there).

For example:

At work

At home

"How long have you worked here?"

She asked me how long I'd worked there.

6. Pronoun change

In reported speech, the pronoun often changes.

For example:

Me

You

"I teach English online."

She said she teaches English online.

7. Reporting Verbs

Said, told and asked are the most common verbs used in indirect speech.

We use asked to report questions:-

For example: I asked Lynne what time the lesson started.

We use told with an object.

For example: Lynne told me she felt tired.

!Note - Here “me” is the object.

We usually use said without an object.

For example: Lynne said she was going to teach online.

If said is used with an object we must include to ;

For example: Lynne said to me that she'd never been to China.

!Note - We usually use told.

For example: Lynne told me that she'd never been to China.

There are many other verbs we can use apart from said, told and asked.

These include:

accused, admitted, advised, alleged, agreed, apologised, begged, boasted, complained, denied, explained, implied, invited, offered, ordered, promised, replied, suggested and thought.

Using them properly can make what you say much more interesting and informative.

For example:

He asked me to come to the party:

He invited me to the party.

He begged me to come to the party.

He ordered me to come to the party.

He advised me to come to the party.

He suggested I should come to the party.

8. Use of 'That' in reported speech

In reported speech, the word that is often used.

For example: He told me that he lived in Greenwich.

However, that is optional.

For example: He told me he lived in Greenwich.

!Note - That is never used in questions, instead we often use if.

For example: He asked me if I would come to the party.

III. Learning Method

Question-answer

Discussion

Individual works

Assessment

IV. Learning Phases

a. Opening

- Greeting

- Brainstorming

- Review the related material.

b. Main

- Teacher explains the material ( direct & indirect speech)

- Teacher read the dialogue using the reported speech.

- Teacher gives time for the students to analyze and write the reported speech from the dialogue.

- Teacher asks the students randomly to answer the questions orally as the sample to measure their understanding.

c. Closing

- Summing up the material

- Students do the test for the evaluation.

V. Learning Sources

- Text book (ENGLISH FOR VOCATIONAL SCHOOL)

- Hand out from the internet

VI. Media

The dialogue text.

VII. Assessment

a. Technique : written

b. Instrument form : Complation.

c. The instrument :

Fill the blanks in the indirect speech sentences with the correct word!

1) "I am working in Fullerton," Susan said.
Susan told me that she ________ in Fullerton.

2) "I took a lot of English classes," Janet said.
Janet said she___________ a lot of English classes.

3) "Susan and Jack liked the movie," Terry said.
Terry told me that they__________ the movie.

4) "I was brushing my hair when you called," Sara said.
Sara said that she___________ her hair when I called.

5) "I have finished my composition," Alana said.
Alana said she__________ her composition.

6) Mike said, "My sister had already grown up, by the time I was born."
Mike told me that his sister_________ by the time he was born.

7) "I can't go with you to the theater," Barry said.
Barry said he __________ with me to the teather.

8) Sally said, "I'll talk to you on Saturday."
Sally said she_________ to me on saturday.

9) "I should study harder," Carrie said.
Carrie said that she___________ much harder.

10) Kate said, "It may rain tomorrow."
Kate told me that it__________ tomorrow.

Change the following sentences into indirect speech!

1. He said, “I go to school everyday.”

2. She says, “I am unwell.”

3. He has just said, “My master is writing letter.”

4. They say, “We have passed the examination.”

5. She said to me, “I don’t believe you.”

The answers:

  1. Was working
  2. Had taken
  3. Had liked
  4. Had been brushing
  5. Had finished
  6. Had already grown up
  7. Couldn’t go
  8. Would talk
  9. Should study
  10. Might rain

1. He said that he went to school everyday.

2. She says she is unwell.

3. He has just said that his master is writing letter.

4. They say that they have passed the examination.

5. She said that she didn’t believe you.

Scoring : Each number is scored 1

Final scoring formula = x 100

Acknowlegded by, Klaten,

Teacher PPL Student

(Fatmawati, S.Pd) (Fibriani Endah W.)

NIP. NIM. 0611201573


LESSON PLAN

Unit : Vocational School

Grade/term : XI/1

Subject : English

Time Allocation : 2 X 45”

Competence Standard : 2. To communicate in English on Elementary Level.

Basic Competence : 2.1. To understand the daily conversations both in the professional and personal context to the native speaker.

Indicator : Practicing the intensifiers too & enough in sentences for the daily activity context correctly.

I. Objectives

After joining the lesson, students are able to:

1. Describe the patterns of intensifiers too & enough.

2. Describe the functions of intensifiers too & enough.

3. Apply the intensifiers too & enough orally on the daily conversations.

II. Subject Material

A. The patterns of intensifiers too & enough:

1. The Patterns of intensifier too:

a. Too + adjective + to infinitive

Example: The test was too difficult to do.

b. Too + adverb of manner

Example: The teacher speaks too fast to understand.

c. Too + many/much

Example: - I have too many letters to reply in two days.

- There is too much work to finish in an hour.

d. Too + adjective/adv + for + agent/person

Example: - The test was to easy for us to do

- She speaks too quickly for the students to understand.

2. The patterns of intensifier enough:

a. Adjective or Adverb + enough

Example: Your clothes are big enough to fit me.

b. Enough + noun

Example: I haven’t got enough food for everyone.

B. The functions of intensifiers too & enough:

a. We use Too to mean more than sufficient or more than necessary.

b. We use enough to mean sufficient and in a negative sentences to mean less than sufficient.

C. Important points:

a. We can use enough without a noun if the meaning is clear.

Example: There’s a lot of food but not enough for everyone.

b. We use enough of or too much/many of before pronouns and determiners.

Example: Not enough of my friends are coming to the party

You’ve eaten too many of those cakes.

c. We can replace enough with the before a noun.

Example: I don’t have the money to go on holiday.

d. We can use time or room to mean enough time or enough room.

Example: Is there room in your car for one more person.

Do we have time for a coffee?

III. Learning Method

Question-answer

Discussion

Individual works

Assessment

IV. Learning Phases

a. Opening

- Greeting

- Brainstorming

- Review the related material (words classes and part of speech)

b. Main

- Teacher explains the material ( intensifier too & enough)

- Teacher gives time for the students to discuss the material

- Teacher asks the students randomly to answer the questions orally as the sample to measure their understanding.

c. Closing

- Summing up the material

- Students do the test for the evaluation.

V. Learning Sources

- Text book (ENGLISH FOR VOCATIONAL SCHOOL)

- Hand out from the internet

VI. Media

Pictures

VII. Assessment

a. Technique : written

b. Instrument form : Essay, Multiple choice.

c. The instrument :

I. Describe the pictures using intensifiers too & enough with the available words .

1.

(high, low, net)

2.

(tame, cat, wild, dog)

3.

(hard, eyes)

4.

(small, box)

5.

( strong, wind)

II. Choose the right answer!

1 . There were ....... many questions to answer so I only did three

- Too

- enough

2 . The coffee was .... to drink so I left it for a minute to cool

- hot enough

- too hot

3. The room wasn't ....... so I turned the heating on

- hot enough

- too hot

4 - It was far ....... to pick up

- too heavy

- heavy enough

5 . I didn't get it because it was .......

- too expensive

- expensive enough

6 . I haven't got ....... to take a holiday this year

- too much time

- enough time

7 . It was ...... to carry

- heavy enough

- too heavy

8 . There wasn't ....... for everybody to get in

- enough room

- too much room

9. He didn't do ........ to pass the exam

- too much work

- enough work

10 . There wasn't ....... to finish so I didn't manage to

- enough time

- too much time

11. She can't sleep because she drinks ......... coffee

- enough

- too much

12. I didn't know him ......., but I was still upset when he died

- too well

- good enough

13 . I left the job because I was making .......

- too little money

- too few money

14. I put a scarf on because it was .......

- cold enough

- too cold

15 . This town isn't ....... for both of us

- big enough

- too big

16. He isn't ....... to go back to work yet

- well enough

- too well

17. I don't think the exam is ......... for me to have a good chance of passing

- easy enough

- too difficult

18. She isn't ....... to start driving until next year

- too old

- old enough

19 . I haven't got ........ to pay the bill until I get my salary

- enough money

- too much money

20 . Everything was much ....... for us to get anything

- too expensive

- cheap enough

THE ANSWERS:

I. 1a. The net is too high to pass.

b. The net is low enough to pass.

2a. The cat is tame enough to be a friend.

b. The dog is too wild to be a friend.

3a. His eyes are too hard to see.

b. His eyes are hard enough to see.

4a. The box is too small to lift.

b. The box is small enough to lift.

5a. The wind is too strong to sail.

b. The wind is strong enough to sail.

  1. Too 11. Too much
  2. Too hot 12. Too well
  3. Hot enough 13. Too little money
  4. Too heavy 14. Too cold
  5. Too expensive 15. Big enough
  6. Enough time 16. Well enough
  7. Too heavy 17. Easy enough
  8. Enough room 18. Old enough
  9. Enough work 19. Enough money
  10. Enough time 20. Too expensive

Scoring : I Each number is scored 2

II Each number is scored 1

Final scoring formula = x 100

Acknowlegded by, Klaten,

Teacher PPL Student

(Fatmawati, S.Pd) (Fibriani Endah W.)

NIP. NIM. 0611201573


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