LESSON PLAN

INI BELUM DI EDIT, CUMA UNTUK ARSIP SEMENTARA

LESSON PLAN

School : SMA 1 Padang

Subject : English (Integrated skill)

Grade : XII (2007 / 2008)

Time : 90 Minutes

COMPETENCE STANDARD:

To communicate the meaning in written text by using appropriate register fluently and accurately, particularly in the form of explanation.

BASIC COMPETENCE

1. To understand written text in form of explanation (e.g., use of scientific principles, models, and theories; acceptance or displacement of explanations based on new scientific evidence), and knows that all scientific ideas are tentative and subject to change and improvement in principle, but for most core ideas in science, there is much experimental and observational confirmation.

2. To complete the text with the appropriate vocabularies and answer the questions.

3. To express the meaning accurately.

INDICATOR

1. Ability in grasping the information from the texts

2. Identifying the meaning of words

3. Ability in explaining something dealt with phenomena

Objectives:

v Students can answer the question found on the text

v Students can identify the meaning of the difficult words.

v Students can imply the meaning of the sentences

Materials:

v Video / Pictures of , tsunami

v Hand-out

Activities:

Building Knowledge of Field

1. Ask students to tell something about tsunami.

2..Show the class a video or picture of earth, tsunami, etc and ask what they know about tsunami

3. Encourage students to generate a list of questions about tsunami and write the questions on the board.

Modeling Of Text 4. Distribute copies of the text / hand-out

5. Ask students to understand the text and answer the questions

6. Discuss the answer with the students GAME

Join Construction Of Text

7. Divide the class into groups of four or five. Explain that each group will research later the topic they like using library or Internet resources and present its findings to the class.. Encourage students to find pictures as they conduct their research; they will show them to the class during their presentations. They might also want to answer questions the class generated. In a later class period, have each group present its findings.

8. Have students make video, posters. The posters may include drawings, photos, text, and diagrams describing why and how something happen

Resources: www.worldbook.com, Book published by Erlangga,

Evaluation

· Short answer

· Short essay

Padang, Decemeber 2007

Known by

The Principal Teacher

Drs. Prima Yunaldi Wiwi Rosaria.S.Pd

NIP: NIP: 410030041

LESSON PLAN

School : SMA 1 Padang

Subject : English (Aural Cycle)

Grade : XII (2007 / 2008)

Time : 90 Minutes

COMPETENCE STANDARD:

To Communicate in written and spoken language by using appropriate register fluently and accurately, particularly in the form of explanation.

BASIC COMPETENCE

1. To understand aural monologue in form of explanation

2. To respond the aural text in form of explanation fluently

3. To express the meaning accurately.

Indicator

1. Students know the meaning of rain

2. Students get knowledge and understand the process of rain

Objectives:

v Students can respond the aural text

v Students can express the information that they know

Materials:

v Pictures of Rain (see Related Links)

v Aural text entitle “Rain”

v Classroom Activity Sheet

Method ; Communicative approach

Activities:

Building Knowledge of Field

1. Show the class a picture of Rain
2. Encourage students to generate a list of questions dealt with the rain, this can enrich students’ vocabularies as well.

e.g.:

1. What is Rain?

2. How / why does it happen?

3. Give students the background information:
4. Teacher distributes copies of the Classroom Activity Sheet and gives instruction about how to answer and complete the hand out
5. Play the cassette / teacher reads the text
6. Students listen carefully and answer the questions given and complete the table
7. Teacher checks the answers and discuss the correct answers with the students
8. Students try to explain the process of rain with their own sentences

Resources: http://www.worldbook.com

Evaluation

· Performance Assessment (responding)

· Short answer / completing the table

Padang, August 2007

Known by

The Principal The Teachers

Drs. Prima Yunaldi Dra. Salmiati Salim/ Wiwi Rosaria.S.Pd

NIP: NIP:

1. Show the class a picture of airplane and ask what they know about airplane 2. Ask students to tell something about airplane. 3. Encourage students to generate a list of questions about airplane and write the questions on the board. 4. Distribute copies of the Classroom Activity Sheet: Clues. Divide the class into groups of four or five. Explain that each group will research later about the airplane using library or Internet resources and present its findings to the class.. Encourage students to find pictures as they conduct their research; they will show them to the class during their presentations. They might also want to answer questions the class generated. 5. In a later class period, have each group present its findings. Have students make posters. The posters may include drawings, photos, text, and diagrams describing why and how the plane fly on the sky. 7. 8.

Back to Top

Adaptations

Back to Top

Discussion Questions

1. Discuss the different kinds of methods used to study preserved bodies (x-ray, CT scan, DNA testing, carbon dating) and the types of information they reveal. 1. In addition to mummies, what other sources of information do we have about ancient civilizations? 2. Most Egyptian mummies were kings or queens or wealthy people. Hypothesize reasons for this. 3. Although many bodies were mummified long ago, relatively few mummies survive today. Consider why this is true. 4. People from many branches of science take part in mummy research. In addition to archaeologists, what types of scientists do you think study mummies? What do you think such scientists would hope to learn from mummies? 6. Although mummies provide fascinating information, excavating mummy tombs can present problems. Consider what issues might arise when a mummy is removed from its burial site. 7. Archeologists and other scientists who study mummies are like detectives, deducing things about past people’s lives and their cultures. Analyze the types of objects that have been discovered in mummy tombs. Why do you think these objects were buried with the mummies?

Back to Top

	Evaluation
dsgsdgfdhdhddhdf
http://school.discovery.com/lessonplans/programs/mummytales http://school.discovery.com/lessonplans/programs/mummytales/q.html

Grade level: 6-8
Subject area: Nature of Science
Standard:
Understands the nature of scientific knowledge.
Benchmarks:
Understands the nature of scientific explanations (e.g., use of logically consistent arguments; emphasis on evidence; use of scientific principles, models, and theories; acceptance or displacement of explanations based on new scientific evidence), and knows that all scientific ideas are tentative and subject to change and improvement in principle, but for most core ideas in science, there is much experimental and observational confirmation.

]1. Students can respond Merespon wacana monolog: narrative

Melakukan monolog berbentuk : narrative

1. Tujuan Pembelajaran

· Siswa dapat merespon wacana monolog: narrative

· Siswa dapat melakukan melakukan monolog berbentuk : narrative

2. Materi Pokok

Wacana monolog berbentuk: narrative contohnya:

Today, I’d like to tell you a legend from South Sea, Central Java. The title is The Stone Flower or Bunga Batu. Well, listen carefully. A long long time ago the people of Wanakerta Kingdom were very worried because the Queen Dewi Kalasekti had suffered from a strange illness for a long time. Doctors and shamans were ordered to cure the Queen, but the queen was not healed. Meanwhile, the high priest of the kingdom was praying to God, when he heard a voice echoing, “The queen can be cured by the stone flower. This flower has no leaves or stem. It is white. It grows on a stone hill in the same direction of the sunset.”Well, the queen ordered Tumenggung Arungbinang to search for the flower. Tumenggung Arungbinang was a brave, honest and loyal nobleman.It so happened then, Tumenggung Arungbinang followed the direction of the sunset. Finally he arrived at a steep hill slope near the South Sea. What happened then ?He climbed up the hill. But Alas! As he was climbing up the hill, he slipped and he slid down, he rolled over and fell down unconsciously.Well, slowly, he woke up and you know what? He saw a beautiful princess treating his wound gently. Then she fed him with some hot soup.“Who are you really, princess ?” asked Tumenggung Arungbinang.“ I am Dewi Tisnawati, the guardian fairy who guard the stone flower garden.” said Dewi Tisnawati gently. “It’s God’s will that the first man who comes here will be my husband to-be. I’ve been waiting for you for a long time. ““But … but….. I have to get the stone flower for my queens, princess. She is terribly ill. “ said Arungbinang.“Don’t worry. You’ll recover soon and I’ll show you the way to get the flower.”So to cut a long story, Tumenggung Arungbinang managed to get the stone flower with the help of Dewi Tisnawati. Do you know what the stone flower was ? The stone flower was actually the swallow’s nest. It was made of the bird’s saliva when it was sleeping. The nest was stuck on the cave wall of Karangbolong hill.“ Would you come back to me and marry me after you have finished your task ? “ pleaded Dewi Tisnawati.“ Yes, you have my word, Dewi.” replied Tumenggung Arungbinang.Arungbinang took the flower to the queen and the stone flower was made into soup and given to the queen. Day by day, the queen was getting healthier and healthier. The queen was touched by Arungbinang’s story and gave her blessing for Arungbinang to marry Dewi Tisnawati.So in the end, Tumenggung Arungbinang and Dewi Tisnawati married and lived at Karangbolong hill.

3. Metode Pembelajaran/Teknik: Three-phase technique
4. Langkah-langkah Kegiatan

• Kegiatan Awal (10’)

§ Siswa mencocokkan gambar dengan judul cerita rakyat.

· Kegiatan Inti (75’)

§ Siswa mendengarkan teks lisan narrative sambil mencocokkan gambar dengan cerita narrative yang di dengar melalui tape secara klasikal.

§ Siswa mendengar retelling story berbentuk dialog dan memperhatikan intonasi yang digunakan.

§ Siswa menjawab pertanyaan tentang teks monolog narrative yang didengar.

· Kegiatan Akhir (10’)

Tanya-jawab mengenai pendapat siswa tentang teks monolog yang didengar

5. Sumber/Bahan/Alat

· Buku Look Ahead 2

· Kaset/CD

· Tape

· Script dari Look Ahead 2

6. Penilaian

· Teknik: Performance Assessment (responding)

· Bentuk: Pertanyaan lisan,

Mengetahui …………………,….

Kepala Sekolah Guru Mata Pelajaran

______________________ __________________

NIP. NIP.

1. Show the class a picture made on papyrus sheet and ask what they know about this paperancient ruler. (Often called King Tut, Tutankhamen was an Egyptian pharaoh who reigned between 1333 and 1323 B.C. When archaeologists discovered his tomb in 1922, they found it undisturbed by tomb robbers. All the treasures buried with King Tut were still in his tomb.) 2. Ask students to name other famous mummies. They may know of Ramses the Great or the Ice Man. 3. Now show the class pictures of other mummies. (These may include ice mummies, bog bodies, and South American mummies.) 4. Explain to students that mummies have been found all over the world, including in Canada, China, Denmark, Greenland, Italy, Peru, Thailand, even the United States. Show these countries on a world map. 5. Encourage students to generate a list of questions about mummies. Write the questions on the board. 6. Give students the following background information: What are mummies? Explain that a mummy is a preserved body of a person or animal. Normally when a person dies, the skin and other soft tissues decay, or break down, leaving only the bones behind. The process of mummification, or mummy-making, includes drying the body very quickly, so decay-causing bacteria can’t grow, and soft tissue and hair remain. How are mummies made? Explain that over the years, scientists have found mummies that were preserved in different ways. Some mummies are formed naturally—in peat bogs or frozen in ice. Others, like the Egyptian and South American mummies, were carefully preserved. How a mummy is preserved and what it’s buried with tells us about the culture or religious beliefs of the people who made it. For example, the Egyptians preserved their dead because they felt a person’s body should remain whole in the afterlife. Why are mummies important today? Mummies give us important clues about the past. Unfortunately, many ancient mummies have been destroyed and their tombs plundered by grave robbers. But the mummies that do remain offer a fascinating glimpse into the lives of ancient peoples, including what they looked like, how they dressed, what they ate and how, religious beliefs, and even the animals they owned. 7. Distribute copies of the Classroom Activity Sheet: Mummy Clues. Divide the class into groups of four or five. Explain that each group will research a mummy using library or Internet resources and present its findings to the class. Some of the mummies students will study were formed accidentally (bog bodies and ice men), and some were preserved deliberately through mummification. Encourage students to find pictures as they conduct their research; they will show them to the class during their presentations. They might also want to answer questions the class generated. 8. In a later class period, have each group present its findings on mummies. Encourage students to discuss the similarities and differences among the mummies they studied.

Back to Top

Adaptations

Have students make posters that compare and contrast the mummification processes used by the Egyptians and the Inca of South America. The posters may include drawings, photos, text, and diagrams describing why and how each culture mummifies its dead and what kinds of artifacts scientists have found with Egyptian and South American mummies.

Back to Top

Discussion Questions

1. Discuss the different kinds of methods used to study preserved bodies (x-ray, CT scan, DNA testing, carbon dating) and the types of information they reveal. 1. In addition to mummies, what other sources of information do we have about ancient civilizations? 2. Most Egyptian mummies were kings or queens or wealthy people. Hypothesize reasons for this. 3. Although many bodies were mummified long ago, relatively few mummies survive today. Consider why this is true. 4. People from many branches of science take part in mummy research. In addition to archaeologists, what types of scientists do you think study mummies? What do you think such scientists would hope to learn from mummies? 6. Although mummies provide fascinating information, excavating mummy tombs can present problems. Consider what issues might arise when a mummy is removed from its burial site. 7. Archeologists and other scientists who study mummies are like detectives, deducing things about past people’s lives and their cultures. Analyze the types of objects that have been discovered in mummy tombs. Why do you think these objects were buried with the mummies?

Location: Patong Beach, Thailand

Video Description: Standing in the water and debris left by waves on Thailand's Patong beach, people at a construction site looked on unaware as larger, deadly waves swept towards them.