RPP SMK XI.docx

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LESSON PLAN

(Rencana Pelaksanaan Pembelajaran)

School : SMK Mutiara Bangsa 3

Subject : English

Grade / Semester : XI / 3

Time allotment : 4 x 45 minutes

Meeting : 1, 2, 3, 4

Standard of Competency : Communicating English at Elementary Level

Basic Competency : 2.1 Comprehend a simple daily conversation in professional and personal context with non-native speaker.

Indicators :

Yes/No question in daily activity context is expressed and answered correctly Question tag in daily activity context is expressed and answered correctly Question Words in daily activity context is expressed and answered correctly A. Learning Objectives

By the end of the course, the students will be able to:

1. Express and respond the expressions about hobbies and interests 2. Express and respond Yes/No Questions daily activity context 3. Express and respond Question tags daily activity context 4. Compose Yes/No Questions and Question tags correctly B. Teaching Materials

1. yes-no question Examples:

Are you a student? Yes, I am/ No, I am not. Do you like fishing?

Yes, I do/ No, I don’t Has she closed the door?

Yes, she has/ No, she has not 2. Question tags

Examples:

We come late, don’t we? Toni isn’t a student, is she? I’m beautiful, aren’t I? Close the window, will you? Let’s go to the movie, shall we? There is a man over there, isn’t there? Someone went to Bali yesterday, didn’t they 3.  Expressions how to ask about hobbies and interests

Do you have any hobbies? What is your hobby?

What do you like to do in your spare time? Do you like your hobbies very much?

 Expressions how to say about hobbies and interests

I like……. (gardening, swimming, cooking, etc)

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C. Methods of Instruction

Contextual Teaching and Learning (CTL) consists of Inquiry, Questioning, Constructivism, Learning Community, Authentic Assesment, Modelling and Reflection. D. Teaching Scenario

1. Meeting 1 a. Pre-teaching:

1) Salutation

2) Checking student’s attendance 3) Apperception

Reviewing the previous study

Stating the topic and objective of the meeting 4) Orientation

5) Motivation b. Whilst-teaching:

1) Exploration

a)Students are requested to read a dialogue about hobbies and interests

b) Students are introduced to words and expressions used to talk about hobbies and interests

c) Students identify the use of ‘yes/no question’ in the dialogue

d) Students are introduced to construct ‘yes/no question’ using ‘be’ (is, am, are, was, and were).

2) Elaboration

a) Students are directed to construct a dialogue talking about hobbies and interests b) Students work in pair to make the dialogue and it has to form ‘yes/no questions’

and its responses. 3) Confirmation

a) Students are requested to perform their dialogue in front of the class b) Teacher evaluates their performance, gives comment and correction. c. Post-teaching

1) Teacher concludes the meeting

2) Teacher opens a question-answer session 3) Teacher gives some home works

4) Teacher gives a slight description about the subject matter for the next meeting 2. Meeting 2

a. Pre-teaching: 1) Salutation

2) Checking student’s attendance 3) Checking students’ home work 4) Apperception

6) Motivation b. Whilst-teaching

1) Exploration

a)Teacher asks some students using ‘yes/no question’ containing auxiliary verbs

b)Students are introduced to ‘yes/no question’ using auxiliary verbs (do, does, did, can, will)

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2) Elaboration

a) Students are requested to construct a dialogue talking about hobbies and interests

b) Students work in pair to make the dialogue and it has to form ‘yes/no questions’ and its responses.

3) Confirmation

a) Students are requested to perform their dialogue in front of the class b) Teacher evaluates their performance, gives comment and correction. c. Post-teaching :

2) Teacher opens a question-answer session

1) Exploration

a) Teacher makes an open question about daily activities using ‘question tags’ b) Students are introduced to ‘question tags’ structure

c) Teacher gives some examples of ‘question tags’ 2) Elaboration

a) Students are requested to make their own ‘question tags’. b) Students are invited to write their sentence on the white board c) Students’ sentences are directly evaluated and corrected d) Teacher gives a score to those who share their ideas to the class 3) Confirmation

a) Students are requested to work in-group making a dialogue using question tags. b) Students are invited to perform their dialogue in front of the class

c) Teacher evaluates their performance, gives comment and correction. c. Post-teaching :

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b. Whilst-teaching: 1) Exploration

a) Teacher makes an open question about school activities using ‘question tags’ b) Students are introduced to some exceptions in ‘question tags’

c) Teacher gives some examples of ‘question tags’ using the words anyone, someone, everyone, etc.

2) Elaboration

a) Students are requested to make their own ‘question tags’. b) Students are invited to write their sentence on the white board. 3) Confirmation

a) Teacher invites other students to evaluate and giving correction. b) Teacher gives a score to those who share their ideas to the class. c. Post-teaching :

3) Teacher gives a slight description about the subject matter for the next meeting E. Required Books and Media

1. Media: board marker, white board. 2. Books:

Effective Communication (Elementary Level) The Universe of English (book 2)

F. Evaluation

Task 1:

Change these sentences into yes/no question.

1. There is a restaurant nearby.

2. He was a mechanic in his own country. 3. Joe is always talking on the phone.

4. There are two large windows in the living room. 5. Students are permitted to take four courses. 6. They have locked the door.

7. All visitors have registered at the front desk. 8. She has some money.

9. The bathroom has a bathtub.

10. Everyone has a great time at the party. 10. Everyone has a great time at the party. 11. A package has arrived for Mr. Green. 12. Your teacher gives too much homework. 13. Marie runs two miles every day.

14. Sofia loves gardening very much. 15. It makes me very uncomfortable. 16. Grandparents love their grandchildren. 17. Infants usually take two naps a day. 18. He cooked the rice too long.

19. He studied for the English quiz. 20. Our friends visited her yesterday.

Task 2:

Complete the following sentences with the right question tags!

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3. She hasn't get a dog,...? 4. It isn't snowing,...? 5. Jenny was hoping to come,...? 6. It's stop raining,...? 7. He'd better come on time,...? 8. We've done this before,...? 9. You don't like football,...? 10. She won't be late,...? 11. Annie's French,...? 12. It was last week that we met,...? 13. That's wrong,...? 14. You'd never have thought it,...? 15. The sun will be shining tomorrow,...? 16. He'd rather go home,...? 17. He can't sing,...? 18. You should leave earlier,...? 19. I must stop,...? 20. Let's start,...?

Answer: Task 1

1. There is a restaurant nearby. Is there a restaurant nearby?

2. He was a mechanic in his own country. Was he a mechanic in his own country? 3. Joe is always talking on the phone. Is Joe always talking on the phone?

4. There are two large windows in the living room. Are there two large windows in the living room? 5. Students are permitted to take four courses. Are students permitted to take four courses? 6. They have locked the door. Have they locked the door?

7. All visitors have registered at the front desk. Have all visitors registered at the front desk?

8. She has some money. Has she some money?

9. The bathroom has a bathtub. Has the bathroom a bathtub?

10. Everyone has a great time at the party. Has everyone a great time at the party? 11. A package has arrived for Mr. Green. Has a package arrived for Mr. Green? 12. Your teacher gives too much homework. Does your teacher give too much homework? 13. Marie runs two miles every day. Does Marie run two miles every day?

14. Sofia loves gardening very much. Does Sofia love gardening? 15. It makes me very uncomfortable. Does it make me uncomfortable?

16. Grandparents love their grandchildren. Do grandparents love their grandchildren? 17. Infants usually take two naps a day. Do infants usually take two naps a day? 18. He cooked the rice too long. Did he cook the rice too long?

19. He studied for the English quiz. Did he study for the English quiz? 20. Our friends visited her yesterday. Did our friends visit her yesterday?

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Scoring:

Correct answer is scored 2 Wrong answer is scored 1 Task I : 20 X 2 = 40

Task II: 20 X 2 = 40

Final Score = task 1 + task 2 = 10 8

Acknowledged by, Jakarta

The Principal of

SMK MUTIARA BANGSA TIGA English Teacher,

Dani Ramdani ,S.Pd Givson Sihombing

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LESSON PLAN

(Rencana Pelaksanaan Pembelajaran)

School : SMK MUTIARA BANGSA TIGA

Subject : English

Meeting : 5, 6

Indicators :

‘WH questions’ in daily activity context are expressed and answered correctly ‘WH questions’ are written correctly

A. Learning Objectives

1. Express and respond the expressions about daily activities

2. Express and respond WH questions in professional and personal context 3. Compose questions using question words correctly

B. Teaching Materials WH Word Questions:

1. What

 What is your telephone number?

 What time does she usually go to school?  What did he buy last night?

 What kind of food do you like?

 What will you give for her birthday party?

2. Why

 Why is he sad?

 Why were they late this morning?

 Why did the headmaster call him yesterday?  Why will he sell the car?

 Why can’t they come here now?

3. When

 When did Johnny return from Bali?  When will your friends come here?  When can you finish this?

 When does Sony usually play tennis?

4. Where

 Where are the children hiding?

 Where does your father usually go on Monday?  Where did you find this book yesterday?

 Where shall we go tonight?  Where have they gone so far?

5. Who (menanyakan orang sebagai subyek)  Who came here two days ago?

 Who has broken this window?

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 Who helps her do the job? 6. Whose (menanyakan milik)

 Whose tool is this?

 Whose computer did you repair yesterday?  Whose hand phone is on the table now?

 Whose tent will they use for the camping next week?  Whose wallet did the pickpocket take just now? 7. Whom (menanyakan orang sebagai obyek)

Whom does he call every morning? To whom will she send the letter? For whom did you buy the present? About whom are they talking now? With whom is Yuni there?

8. Which (yang mana) Which car is yours?

Which uniform did you wear last Tuesday? Which one is her bag?

Which has he written? Which three books are hers? 9. How

How will he cut the big three? How far can you walk in an hour? How fast does this bus usually run?

How often does she go swimming in a month?

How much money will you need to renovate this house? C. Methods of Instruction

1. Question and answer 2. Lecture

Stating the topic of the meeting Enlighten objective of the meeting 4) Orientation

5) Motivation b. Whilst-teaching :

1) Exploration

a) Using fasting month (bulan Ramadhan) as an example, the teacher asks the students to answer the following questions:

What is fasting month (Ramadhan)? When it is celebrated?

Why it is celebrated? How it is celebrated

b) Students are introduced to the construction of question using question words

what, why, when, where, and how.

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a) Students are requested to work in-group composing a dialogue about fasting month.

b) Students are invited to write their sentence on the white board. 3) Confirmation

a) Students are requested to perform their dialogue in front of the class b) Teacher evaluates their performance, gives comment and correction. c. Post-teaching :

2) Teacher opens a question-answer session 3) Teacher gives a homework

2) Checking student’s attendance 3) Checking student’s homework 4) Apperception

Stating the topic of the meeting Stating the objective of the meeting 5) Orientation

b) Students are introduced to the construction of question using question words

who, whose, whom, and which.

2) Elaboration

a) Students are requested to make their own questions containing question words b) Some students are invited to deliver their questions orally to the other students. c) Other students are requested to respond the questions correctly.

3) Confirmation

a) Students are requested to write their sentences on the white board.

b) Teacher invites other students to evaluate the writing and give correction if any. c. Post-teaching :

F. Evaluation Task 1:

Make questions based on the underlined words that will be the answer!

1. He likes listening to the music.

2. I will congratulate her because she wins the contest. 3. This book is Anton’s.

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Task 2:

Translate into English!

1. Jam berapa biasanya mereka pergi ke sekolah? 2. Tas milik siapa ini?

3. Dengan siapa kamu akan pergi ke Surakarta besok? 4. Bagaimana dia memanjat dinding itu tadi malam? 5. Mengapa kemarin teman-temanmu datang kemari? Homework:

Make questions using question words below!

1. What 2. When 3. Why 4. Where 5. Who 6. Whose 7. For whom 8. To whom 9. With whom 10. How Answer Task 1:

1. What does he like to do?

2. Why will you congratulate her? 3. Whose book is this?

4. With whom did they go to Surabaya last week? 5. How old is your grandmother?

Task 2:

1. What time do they usually go to school? 2. Whose bag is this?

3. With whom will you go to Surakarta tomorrow? 4. How did he climb that wall last night?

5. Why did your friends come here yesterday? Scoring

Task I : 1 correct answer result 2 = 5 X 2 = 10 Task II: 1 correct answer result 4 = 5 X 4 = 20 Total 30

Final Score = task 1 + task 2 = 10 3

Jakarta, Acknowledged by,

The Principal of

SMK Mutiara Bangsa Tiga English Teacher,

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LESSON PLAN

(Rencana Pelaksanaan Pembelajaran)

School : SMK MUTIARA BANGSA TIGA

Subject : English

Meeting : 7, 8, 9

Indicators :

Express and respond to the various expressions of Guest Handling (at the hotel, restaurant, travel agency, etc.)

By the end of the course, the student will be able to:

1. Express and respond the expressions about Guest Handling. 2. Compose sentences containing gerund

3. Construct sentences using the word ‘too’ and ‘enough’ B. Teaching Materials

1. Guest handling a. In general

Can I help you?

What can I do for you, Madam/Sir?

Would you like me to…..? b. In a hotel

Welcome to our hotel.

What sort of room do you need?

I am sorry, the rooms are booked. c. In a restaurant

We have special menu today.

What would you like to order?

I hope you enjoy the food. d. In a travel agency

What sort of ticket do you need?

Which ticket do you prefer, single or round trip?

What seat do you like, the economy or executive? Gerund

a. Gerund as subjects

Smoking is dangerous.

Riding motorcycle can be enjoyable. b. Gerund as objects

I don’t like fishing.

Johnny enjoys travelling so much. c. Gerund as complement:

Her job is sorting the mail.

Alice’s favorite hobby is playing badminton. d. Gerund after preposition:

Are you interested in collecting stamps?

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2. Constructions with ‘too’ and ‘enough’ The soup is too salty for me.

The hotel room is comfortable enough. Note:

 ‘too’ (=terlalu) is used to show unsuitability/incapability  ‘enough’ (=cukup/pas) is used to show suitability/capability

C. Methods of Instruction

Contextual Teaching and Learning (CTL) consists of Inquiry, Questioning, Constructivism, Learning Community, Authentic Assesment, Modelling and Reflection. D. Teaching Scenario

1) Salutation

1) Exploration

a) Students are asked to read a text containing dialogue about handling guests. b) Students are introduced to words and expressions dealing with guest handling. c) Teacher encourages students to identify the expressions of guests handling on the

text. 2) Elaboration

a) Teacher reads the dialogue between a guest and a waiter.

b) Students take a note about the guest’s order while listening to the teacher. 3) Confirmation

a) Students are requested to work in pairs composing their own dialogue.

b) Students are invited to do role-play based on their own dialogue in front of the class

c) Teacher observes and gives comment about their pronunciation and intonation. c. Post-teaching :

1) Exploration

a) Students are introduced to construction “ too + adj and adj + enough” b) Teacher explains how to arrange sentences containing “too” and “enough”

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c) Teacher gives some examples of sentences containing “too” and “enough” 2) Elaboration

a) Students are introduced to the use of “too” and “enough” in either professional or personal context.

b) Teacher asks students to apply the words “too” and “enough” based on the context of the sentence.

3) Confirmation

a) Students are requested to write their own sentences. b) Students are invited to express their sentences orally

c) Teacher gives comment and correction about student’s sentences. c. Post-teaching :

1) Exploration

a) Students are introduced to the use of gerund in the English sentence. b) Teacher gives some examples of sentences containing gerund. c) Teacher writes few sentences containing gerund on the white board. d) Students are requested to identify the gerund in the sentences. 2) Elaboration

a) Teacher writes some sentences containing gerund on the white board. b) Students are requested to identify the gerund in the sentences.

c) Teacher, then, invites students to conclude the function and position of gerund in the English sentences.

3) Confirmation

a) Students compose their own sentences containing gerund. b) Students are invited to write their sentence on the white board. c) Teacher gives comment and correction about their writing. c. Post-teaching :

The Universe of English (Book 2)

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F. Evaluation Task 1

COLUMN A COLUMN B

1. finish = 

10. appreciate =  11. propose = 

Change these sentences using gerund as subject!

Example: It is very expensive to advertise charge Advertising charge is very interesting

a) It is difficult to look for customers. b) It is wonderful to have so much free time.

c) It will be good to send an application letter soon. d) It is important to study a business letter.

e) It is necessary to practice every day. Task 3

a) Write five sentences using construction “too” (1). ... (2). ... (3). ... (4). ... (5). ... b) Write five sentences using construction “enough”

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4. menikmati

a) It is difficult to look for customers. b) It is wonderful to have so much free time.

c) It will be good to send an application letter soon. d) It is important to study a business letter.

e) It is necessary to practice every day. Scoring:

Task 1

Correct answer scores 1 Wrong answer scores 0 Maximal score: 20 Task 2:

Score: correct answer x 2 Maximal score: 10 Task 3:

The answers will be scored based on the following criteria:  Grammar and diction correct score: 10

 Grammar correct, diction incorrect score: 5-10  Grammar incorrect, diction correct score: 5-10

 Grammar and diction incorrect score: 1

Maximal score: 10

Final score = task 1 + task 2 + task 3 =10 4

Jakarta , Acknowledged by,

The Principal of

SMK MUTIARA BANGSA TIGA English Teacher,

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LESSON PLAN

(Rencana Pelaksanaan Pembelajaran)

School : SMK Mutiara Bangsa Tiga

Subject : English

Meeting : 10, 11, 12

Basic Competency : 2.2 Taking a note of simple messages either in direct interaction or using media.

Indicator:

Telephone call messages are written correctly. Messages received dirrectly are written correctly. A. Learning Objectives

1. Express and respond the expressions of telephone handling. 2. Taking a note of simple messages received by telephone.

3. Taking a note of simple messages based on direct communication. 4. Compose sentences using Adjactive Clause correctly.

5. Wite sentences using Personal Pronun correctly. B. Teaching Materials

1. Expressions dealing with telephone conversations  Who is speaking, please?

 Sorry, the line is engaged  Ok, I’ll put you through  Hold on, please.

 One moment, please 2. Reported speech

 He said that you had to pay for the tickets  He asked you to pay for the tickets.

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3. Adjective Clause

e.g. Do you know the staff who will be promoted our new division manager?

4. Personal pronouns

No Subject Object Possessive_adjective Possessive_pronoun Reflexive_pronoun

1 I me my mine myself

2 we us our ours ourselves

3 you you your yours yourself

4 you you your yours yourselves

5 she her her hers herself

6 he him his his himself

7 it it its its itself

8 they them their theirs themselves

C. Methods of Instruction 1. Question and answer 2. Role play

3. Discussion 4. Lecturing

D. Teaching Scenario 1. Meeting 10

d. Pre-teaching: 6) Salutation

10) Motivation e. Whilst-teaching:

4) Exploration

e) Students read a dialogue containing telephone conversation.

f) Students are introduced to words and expressions used in telephone conversation.

g) Students are invited to identify the expressions when making a phone call or receiving a phone call

h) Students are introduced to the structure of reported speech. 5) Elaboration

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c) A student represents his group reading the dialogue.

d) Other groups write the messages contained in the conversation

6) Confirmation

a) Students are requested to compose their own reported speech b) Teacher gives comment and correction

f. Post-teaching

1) Exploration

a) Students are introduced to Personal Pronoun

b) Students are requested to read a text containing personal pronoun.

c) Students are invited to recognize any personal pronoun in the text given. 2) Elaboration

a) Students are requested to compose sentences using personal pronoun. b) A student is choosen randomly to write his sentence on the white board. 3) Confirmation

a) Teacher examines the structure of the sentence written by the students. b) Teacher gives comment, correction and score

c. Post-teaching

2) Teacher opens a question-answer session 3) Teacher gives a homework

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3) Apperception

5) Motivation

a) Students are introduced to the construction of Adjective Clause

b) Students are requested to read a text containing Adjective Clause structure.

c) Students are invited to recognize any Adjective Clause in the text given. 2) Elaboration

a) Students are requested to compose sentences using Adjective Clause structure. b) A student is choosen randomly to write his sentence on the white board. 3) Confirmation

a) Teacher examines the structure of the sentence written by the students. b) Teacher gives comment, correction and score

c. Post-teaching

• Effective Communication (Elementary Level) • The Universe of English (book 2)

F. Evaluation Task 1

In pairs, make a short conversation about handling a telephone in the following situation.

a. You make a call with the receptionist, that you want to book a room in the hotel. b. The receptionist offers you to choose the room you want.

c. There are single rooms and double rooms. Task 2

Change the folowing direct sentences into indirect sentences.

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e. He said,”I was studying when the lamp went out.” Task 3

Change the following questions to be reported speech.

1. ”Don’t you like what I have given you?” She asked me if... 2. ”Are you going to check the work tomorrow?”

He asked him if...

3. ”Can you tell me what time the meeting will be started?” He asked me if...

4. ”Shall we reach the top of the hill in time?” They wondered if... 5. “Do you think I am liying?”

He asked her whether... Task 4

Choose the statements provided to suit the blank spaces in the following dialogue.

Receptionist : Receptionist. (1)__________ Caller : Sure. My name is Hendrik.

(2)__________ Receptionist : Certainly, Sir. Caller : (3) __________

Ask him to phone this evening Receptionist : (4) __________

Caller : 749708

Receptionist : Thank you, Sir.

a. Your phone number, please. b. Can I help you?

c. Can you give a message to Mr.Andreas? d. Tell him everything is all right.

e. Could you help me, please? Task 5

Change the pronouns in the brackets in the right form!

1. Toni and (my) will give the reason why (our) are angry with him. 2. Don’t forget to call (I) brother and (I) at 5 o’clock p.m.!

3. Rina asks (my),”Why don’t (your) tell (we) about (they) problems” 4. He said that all of (we) would be successful.

5. The teacher will ask (I) and you to buy some beverage. Answers and Scoring :

Task 1

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 Grammar and diction correct score: 10

 Grammar correct, diction incorrect score: 5-10

 Grammar incorrect, diction correct score: 5-10

Maximal score: 10 Task 2

a. Susi said that her friend wanted to invite me to the party. b. Dony said that he couldn’t do the jobs with us

c. He said that someone had not called him the previous night. d. She said that she wished she had passed her examination. e. He said that he had been studying when the lamp had gone out. Score: Correct answer X 2

1. She asked me if I liked what she had given to me

2. He asked him if I was going to check the work tomorrow

3. He asked me if I could tell him what time the meeting would be started 4. They wondered if they would reach the top of the hill in time

5. He asked her whether he was liying Score: Correct answer X 2

1. b 2. c 3. d 4. a

Score: Correct answer X 2 Maximal score: 10

Task 5

1. me – we 2. my – me

3. me – you – us – their 4. us

5. me

Score: Correct answer X 2 Maximal score: 10

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Acknowledged by, Jakarta , The Principal of

LESSON PLAN

(Rencana Pelaksanaan Pembelajaran)

Subject : English

Meeting : 14, 15, 16,

Basic Competency : 2.3 Describing one’s job and education background in written and spoken.

Indicator:

Verb in Simple Present Tense is used correctly for explaining one’s job and profession Expression is used appropriately to de scribe facts and figures based on the data given. A. Learning Objectives

By the end of the course, students will be able to:

1. Comprehend the use of verb in Simple Present Tense to describe one’s job and profession 2. Comprehend the use of various expression to describe facts and figures based on the data B. Learning Objectives

1. Simple Present tense Pattern:

 S + to be (is, am, are) + O  S + V1 + O

Examples

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(–) He is not a teacher in my school (?) Is he a teacher in my school? b. (+) He goes to school every day.

(–) He does not go to school every day. (?) Does he go to school every day?

2. Telling about people’s job using the Simple present tense: - A cook prepares food.

- Pilots fly airplanes.

3. Expressing facts and figures :

- The graph shows that population growth has been high this last decade. - The latest data show that about three billion rupiahs have been spent for the

construction of the factory.

4. Comparative & Superlative Adjectives

 Rule 1: Add ‘er'/‘est' for one-syllable adjectives: longer, smaller, the highest  Rule 2: Add ‘more' / ‘less' or ‘the most' / ‘the least' for three syllable adjectives or

longer: less expensive, the most dangerous

 Rule 3: Most two-syllable adjectives require ‘more' / ‘less' / ‘the most' / ‘the least': more stressful

 Rule 4: Two-syllable adjectives ending in ‘y' require ‘ier' / ‘iest' : noisier, noisy  Rule 5: Adjectives ending in a single vowel and a single consonant require the final

consonant to be doubled: big , the biggest, fat, fatter C. Methods of Instruction

1. Question and answer 2. Role play

D. Teaching Scenario 4. Meeting 14

4) Exploration

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e) Students are introduced to the way expressing facts

f) Students are introduced to the structure of Simple Future Tense 5) Elaboration

c) Students are requested to compose sentences using the structure of Simple Present Tense.

d) Some students are chosen randomly to write their sentence on the white board. e) Some others are invited to evaluate and give correction if needed.

6) Confirmation

a) Students are requested to a sort essay about the climate change happened in Indonesia.

b) Students’ essays must be submitted to the teacher. c) Teacher gives comment, correction and score. f. Post-teaching

1) Exploration

a) Teacher delivers some questions dealing with certain occupation. b) Students are introduced to the use of verb in simple present tense.

c) Students are introduced to expressions for describing someone’s profession. 2) Elaboration

e) Students are requested to write their own sentence using the construction of Simple Present Tense.

f) Teacher chooses students, randomly, to write their sentence on the white board. g) The other students are encouraged to evaluate the sentences and give correction

if needed. 3) Confirmation

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c. Post-teaching

1) Exploration

a) Teacher gives a diagram dealing with statistics

b) Students are introduced to expression for describing facts and figures. c) Students are introduced to the technique of reading graphs

2) Elaboration

a) Students fill the gaps while listening from the speaker.

b) Students use the gaps and the words in the box to complete the sentences through listening.

c) Students interpret data based on the graph given d) Students present the paragraph in front of the class 3) Confirmation

a) The students look at the table and use the information to match the first halves of the sentences.

b) Teacher gives comment and correction c. Post-teaching

3) Teacher gives a slight description about the subject matter for the next meeting

E. Required Books and Media

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53

37

25 27 28

45

21

36

30

Task 1

Describe the following occupations!

1. Pilots

2. Photographer 3. Electrician

4. Computer programmer

5. TV or radio service technician Task 2

Change these sentences into the right form according to the sign!

1. (+) Bali is a splendid island.

(?)... 2. (–) I don’t really like golf.

(?)... 3. (+) She swims very fast.

(–)... 4. (?) Does your father have a new car?

(+)... 5. (?) Are there many souvenirs stalls?

(–)... Task 3

Fill in the gaps in the text which follows, using the correct form (superlative or comparative) of these words

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than those in families: the percentage of single homeless without a high-school diploma was much (5) _________ than for homeless people in families (37% compared to 53%), (6)________ the percentage having only high-school diplomas was much (7) _________ (36% compared to 21%). Having said this, similar percentages of homeless people in families and single homeless people had more than a high-school diploma: 27% and 28% respectively. In sum, it is clear that homeless people had (8)_______ educational attainments than US adults as a whole, and that homeless people in families had (9) ________ levels of achievement than single homeless.

Answer and scoring: Task 1

The answers will be scored based on the following criteria:  Grammar and diction correct score: 10

1. Is Bali a splendid island? 2. Do I really like golf?

3. She does not swim very fast. 4. Your father has a new car. 5. There are many souvenirs stalls.

Scoring: Correct answer scores 2 Maximal Score: 10 x 2 = 20 Task 3

1. Worst 2. While 3. Best

4. More successful 5. Lower (or worse) 6. While

7. Higher

8. Worse (or lower) 9. Worse (or lower)

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Maximal score: 10

Acknowledged by, Jakarta ,

The Principal of

LESSON PLAN

(Rencana Pelaksanaan Pembelajaraan)

Subject : English

Meeting : 17, 18

Basic Competency : 2.3 Describing one’s job and education background in written and spoken.

Indicator:

Expression about past activity is expressed correctly. Simple Curriculum Vitae is written correctly.

1. Express and respond the expressions about Past Events 2. Compose a simple Curriculum Vitae

B. Teaching Materials 1. Simple Past Tense

Sentence Pattern: Nominal

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Verbal:

(+) S + V2 + O

(–) S + did not + V1 + O

(?) Did + S + V1 + O + ?

Function:

To say that something happened in the earlier period. The action was started and finished at a certain time in the past.

Examples:

1. I was a teacher

2. They were students in this school. 3. Ali went to Jakarta yesterday.

4. He did not come to the meeting this morning. 5. Did she buy a new car last week?

Required adverb of time

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2. Words and expressions used in talking about Past Events;

 What happened to the computer, Don?  We got a paper jam in the printer, Sir.

3. Telling about people’s educational background using the Simple past tense.

 She graduated from SMKN 8 Bandung.

 The new secretary learned shorthand at the college.

4. An example of curriculum vitae

CURRICULUM VITAE Personal Details

Full Name : Florentina Putri

Sex : Female

Place, Date of Birth : Probolinggo, August 5, 1979 Nationality : Indonesia

Marital Status : Married Height, Weight : 165 cm, 53 kg Health : Perfect Religion : Moslem

Address : Perum Depok Baru 1, Blok ZT No.3, Cibinong 16913 Mobile : 0817 9854 203

Phone : 021 - 87903802 E-mail : putri.flo@gmail.com

Educational Background

1985 - 1991 : Gajahmada Elementary School, Probolinggo 1991 - 1994 : Junior High School No.1, Probolinggo 1994 - 1997 : Senior High School No.1, Probolinggo

1997 - 2001 : Accounting Department at the University of Pancasila, Jakarta

Course & Education

1998 - 1999 : Computer & Internet Course at Puskom Gilland Ganesha, Jakarta 1999 - 2002 : English Language Course at LBA Gilland Ganesha, Jakarta 2004 - 2004 : Tax Course (Brevet A & B) di FAIUP, Jakarta

Qualifications

Accounting & Administration Skills (Journal Printing & Calculation, Ledger, Petty Cash Payroll & Calculation, Inventory Controls, Project Data Updating, Teller, Salary Caldulation).

Taxation System.

Computer Literate (MS Word, MS Excel, MS Power Point, MS Access, MS Outlook). Internet Literate.

Cibinong, January 12, 2008

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7) Exploration

i) Teacher talks about his past activities.

j) Teacher delivers questions about students’ past activities. k) Students are introduced to the structure of Simple Past Tense.

l) Students are requested to put the correct verb into the sentence given. 8) Elaboration

a) Students are requested to write their own sentence using the construction of Simple Past Tense.

b) Teacher chooses students, randomly, to write their sentence on the white board. c) The other students are encouraged to evaluate the sentences and give correction

a) Students are requested to write their past activities in less than five sentences. b) Students are invited to read their essay in front of the class.

c) Teacher gives comment and correction. c. Post-teaching

5) Motivation

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b) Students are introduced to the composition of Curriculum Vitae.

c) Teacher explains the way to write an educational background correctly. 2) Elaboration

a) Teacher shows an example of Curriculum Vitae written in English.

b) Students are requested to write their own educational background using simple past tense correctly.

c) Teacher invites some students to write it down on the white board, then; other students are invited to give comment or correction.

3) Confirmation

a) Students are requested to write their own Curriculum Vitae b) Teacher gives comment and correction.

c. Post-teaching

F. Evaluation

Task 1: Complete the text using the words in the box!

A shepherd boy was (1)_{after his sheep on the hill. He was bored so he}(2)

Task 2:Change the sentences into the right sign!

1. (+) The naughty boys played truant yesterday morning. (?) ... 2. (+) There was a student show at Maladi Stadium last night.

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(+)...

4. (?) Did your father buy a new car?

(–) ... 5. (?) Did the teacher give him a prize?

(+) ...

Task 3: Write your own Curriculum Vitae! Answer and scoring:

Activity I 1. Looking 2. Shouted 3. Watched 4. Laughed 5. Asked 6. Played 7. Heard 8. Cried 9. Wanted 10. Ate

Scoring: Correct answer scores 1 Maximal Score: 10 x 1 = 10

Task 2

1. Did the naughty boys play truant yesterday morning? 2. There was no a student show at Maladi Stadium last night. 3. They attended the school meeting.

4. Your father didn’t buy a new car? 5. The teacher gave him a prize?

Scoring: Correct answer scores 2 Maximal Score: 10 x 2 = 20

Task 3

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Maximal score: 10

Final scoring = activity I + activity II + activity III 4

Maximal score: 10

The Principal of

LESSON PLAN

(Rencana Pelaksanaan Pembelajaran)

Subject : English

Meeting : 19, 20, 21

Basic Competency : 2.4 Talking about activities in the past and actions plan in the future.

Indicator:

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By the end of the course, students will be able to: 3. Express the utterances about past events correctly 4. Compose sentences about past events correctly

B. Teaching Materials  Past Continuous Tense

Function : To say that somebody was in the middle of doing something at a certain time. The action or situation had already started before this time but had not

finished.

Pattern : S + was/were + Verb-ing + O

Examples : I was walking home when I met David What were you doing at 10 o’clock last night?

When we arrived, he was cooking Mexican food.

When the solar eclipse happened, we were watching TV.

Simple Future Tense

Function : To say that something is going to happen in the future or something what we have arranged to do.

Pattern : S + shall/will + Verb I + O S + be + going to + Verb I + O Examples : Susy will buy a new dress tomorrow.

We are going to visit our friend at the hospital tonight. Future Continuous Tense

Function : To say that somebody will be in the middle of doing something at a certain time in the future.

Pattern : S + shall/will + be + Verb I + ing + O Examples : (+) we shall be going to Medan next week

(–) we shall not be going to Medan next week (?) Shall we be going to Medan next week?

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g. Pre-teaching: 11) Salutation

15) Motivation h. Whilst-teaching:

10) Exploration

m)Teacher talks about his past activities.

n) Teacher delivers questions about students’ past activities.

o) Students are introduced to the structure of Past Continuous Tense. p) Students are requested to put the correct verb into the sentence given. 11) Elaboration

h) Students are requested to write their own sentence using the construction of Past Continuous Tense.

i) Teacher choose students, randomly, to write their sentence on the white board. j) The other students are encouraged to evaluate the sentences and give correction

d) Students are requested to write their past activities in less than five sentences. e) Students are invited to read their essay in front of the class.

f) Teacher gives comment and correction. i. Post-teaching

g. Pre-teaching: 11) Salutation

15) Motivation h. Whilst-teaching:

7) Exploration

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h) Students are introduced to the structure of Simple Future Tense 8) Elaboration

f) Students are requested to compose sentences using the structure of Simple Future Tense.

g) Some students are chosen randomly to write their sentence on the white board. h) Some others are invited to evaluate and give correction if needed.

9) Confirmation

d) Students are requested to write their plan on a piece of paper. e) Students are invited to read their essay in front of the class. f) Teacher gives comment and correction.

i. Post-teaching

1) Exploration

a) Teacher delivers an open question about students’ plan.

b) Students are introduced to the structure of Future Continuous Tense 2) Elaboration

a) Students are requested to compose sentences using the structure of Future Continuous Tense.

b) Some students are chosen randomly to write their sentence on the white board. c) Some others are invited to evaluate and give correction if needed.

3) Confirmation

a) Students are requested to write their plan on a piece of paper. b) Students are invited to read their essay in front of the class. c) Teacher gives comment and correction.

f. Post-teaching

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1. Media: board marker, white board 2. Books:

Bring Me to the World of a Professional Worker (Book 2) Practical English Usage

Global Access to the World of Work English for SMK (Ang-kasa)

F. Evaluation Past Continuous

Put the verb into Past Continuous and Past Simple.

1. The instructor _________ (come) while we __________ (take) a rest. 2. When we _________ (go) out of the room, it ________ (rain) heavily. 3. He _______ (not/drive) fast when the accident __________ (happen). 4. The boys _____ (break) the window when they ______ (play) football. 5. We _______ (meet) Susan at the meeting. She _____ (wear) a red dress.

Simple Future

Change these sentences into negative and interrogative form

1. David will call you later.

: ...

? : ... 2. She is going to hold a party tonight.

 :...

? :... 3. They will finish the assignment on time.

 :...

? :...

Future Continuous

Put the verb into Future Continuous

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2. I will be (watch) ______ football match this afternoon 3. Thomas will be (drive) _______ his car to Jakarta tomorrow. 4. I will be (take) _______ you out right on seven this morning. Answer key:

Past Continuous 1. came, were taking 2. went, was raining

3. were not driving, happened 4. broke, were playing

5. met, was wearing Simple Future

1.  : David will not call you later.

? : Will David call you later?

2.  : She is not going to hold a party tonight.

? : Is she going to hold a party tonight?

3.  : They will not finish the assignment on time.

? : Will they finish the assignment on time? Future continuous

1. going home 2. watching 3. driving 4. taking

Scoring

Correct answer scores 1

Final score = correct answers x 2 3

Maximal score: 10

The Principal of

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LESSON PLAN

(Rencana Pelaksanaan Pembelajaran)

Subject : English

Meeting : 22, 23, 24

Basic Competency : 2.4 Talking about activities in the past and actions plan in the future.

Indicator:

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Salutation: Dear Sir, Mr/Ms

Signature Sender’s name

Closing used are: Sincerely yours With love Afection ally Heading consists of The sender’s address Date

By the end of the course, students will be able to: 1. Express the utterances about future plan correctly 2. Compose sentences about future events correctly

3. Compose personal letter talking about past experiences or and personal plan for the future time

B. Teaching Materials:

 Future Perfect Tense Function :

To say that something is going to happen and will be finished in the future. The action was already started at a certain time in the past.

Pattern :

S + shall/will + have + been + C S + shall/will + have + Verb III + O Examples :

We shall have been here until next Desember The Police will have punished you next month

 Personal leter

3. Discussion 4. Lecturing D. Teaching Scenario

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1) Exploration

a) Teacher delivers an open question about students’ plan.

b) Students are introduced to the structure of Future Perfect Tense 2) Elaboration

a) Students are requested to compose sentences using the structure of Future Perfect Tense.

b) Some students are chosen randomly to write their sentence on the white board. c) Some others are invited to evaluate and give correction if needed.

3) Confirmation

a) Students are requested to write their plan on a piece of paper. b) Students are invited to read their essay in front of the class. c) Teacher gives comment and correction

. f. Post-teaching

1)

Teacher concludes the meeting

2)

Teacher gives a slight description about the subject matter for the next meeting

3)

Teacher closes the meeting

1) Salutation

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a) Teacher delivers an open question about students’ familiarity with personal letter.

b) Students are introduced to expressions used to talk about personal plan.

c) Students are introduced to the formation of personal letter. 2) Elaboration

a) Teacher gives an example of personal letter

b) Working in pair, students are supposed to send a letter to his friend. c) Afterward, another student should reply the letter from his friend 3) Confirmation

a) Some students are requested to compose their own personal letter talking about personal experiences or plan.

b) Teacher evaluates the letters, gives comment and score. c. Post-teaching

1)

Teacher concludes the meeting

2)

Teacher gives a slight description about the subject matter for the next meeting

3)

Teacher closes the meeting

1. Media: board marker, white board 2. Books:

Bring Me to the World of a Professional Worker (Book 2) Practical English Usage

Global Access to the World of Work F. Evaluation

I. Compose a personal letter as if you send it to your friend. It should contain your experiences or plans.

II. Complete this conversation with WILL or the correct form of BE GOING TO

Andi : So you (1) ________ (buy) a new car.

Banu : Yes, my uncle left me some money in his will. Andi : What kind of car (2) __________ you ______ (buy)?

Budi : Well, I want a four-wheel drive vehicle for rough roads. I (3) ________ (look at) some now, actually.

Andi : If you wait a moment, (4)I ________ (give) you a lift. Budi : Okay. I (5) _________ (meet) you outside.

Answer Key

I. The answers will be scored based on the following criteria:  Grammar and diction correct score: 10

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Maximal score: 10 II.

1. are going to buy 2. will you buy?

3. I am going to look at 4. I will give

5. I will meet

Score : correct answer scores = 2 Maximal score 5 x 2 = 10 Scoring

Final score = exercise I + exercise II maximal score: 10 2

The Principal of

LESSON PLAN

(Rencana Pelaksanaan Pembelajaran)

Subject : English

Department : TOKR

Meeting : 29, 30, 31

Standard of Competency : Communicating English at Elementary Level Basic Competency : 2.5 Expressing feelings

Indicators :

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 Expressions of bargaining are expressed and responded correctly  Expressions of certainty are expressed and respond correctly  Expressions of compliments are applied and responded correctly

A. Learning Objectives:

1. Express and respond expressions of invitation, bargaining, certainty and complements. 2. Expressions of invitation, bargaining, certainty and complements are compossed correctly

B. Teaching Materials: INVITATION

Expressions used in giving invitation

 Do you want to …  Would you like to …  If you’d like to …

 How would you like to …  I was wondering

+ V1

 Do you feel like  Would you mind  How about

 How do you fancy  I was wondering it

+ Ving

Expressions used in responding an invitation

Accepting an invitation Refusing an invitation

 Yes, I’d love to

 Yes, that would be nice  With pleasure

 Yes, thanks

 I’m pleased/happy/glad to do that

 I am sorry, I can’t.

Expression used in bargaining Response of bargaining

 Can I bargain it?

 Can you give me a discount?  It’s too expensive. How about …  What if I bargain …

 Is there any discount on it?

 I’m sorry. It’s a fixed price  All right.

 That’s too low.

EXPRESSING CERTAINTY Being sure.

-I'm sure / certain (that) (he will come / ...) -There is no doubt about it.

-No doubt (you'd like to see your gift / ...)

-I certainly think / believe that (she was unhappy / ...) -I'm positive on that point.

-I'm certain... -It is obvious that ... -That goes without saying. -It's crystal clear.

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-I think so -It's more than probable that ... -I wouldn't be surprised if .... Being unsure.

-I'm not sure (that) ... -I wonder if...

-I doubt if ...

-May be / perhaps (they're right / ...)

-It's very doubtful whether (he'll accept / ...) -There's a little chance of ( arriving in time / ...) -It isn't known for use ...

Not knowing. -I don't think so.

-I don't think that (they will give her a ring / ...)

-I don't know / I've no idea / I wouldn't like to say (where it is). -I haven't the faintest idea.

-Sorry, I can't tell you. Construction of ‘used to’: Used to + base form

Be/get + used to + ing form

Be/get accustomed to + ing form/noun phrase

C. Methods of Instruction :

Contextual Teaching and Learning (CTL) yang mencakup Inquiry (Menemukan), (Questioning) Bertanya, Constructivism (Konstruksi), Learning Community (Kelompok Belajar), Authentic Assesment (Penilaian sebenarnya), Modelling (Pemodelan), dan Reflection (Refleksi).

D. Teaching Scenario : 1. Meeting 29

j. Pre-teaching: 16) Salutation

20) Motivation k. Whilst-teaching:

13) Exploration

q) Teacher delivers an open question about giving invitation.

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s) Students are also introduced to the structure of “get+used to”. 14) Elaboration

k) Students are directed to compose their own invitation expression. l) Teacher encourages students to compose a sentence using “used to” m)Students are invited to write their work on the white board.

15) Confirmation

g) Students are requested to write an invitation and its respond based on the situation given.

h) Students are requested to complete the sentence with the correct verb. l. Post-teaching

1) Salutation

5) Motivation

a) Teacher delivers an open question about bargaining. b) Students are introduced to the expressions of bargaining c) Students are also introduced to the expressions of certainty 2) Elaboration

a) Students invited to read the list of expressions about bargaining and use it to make a dialogue in pair, as if they were a buyer and a seller.

b) Teacher explains various expressions of certainty including their meaning and respose.

3) Confirmation

a) Students are requested to differenciate some expressions whether they belog to sure, less sure, unsure, or not knowing.

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c. Post-teaching

1) Salutation

1) Exploration

a) Teacher delivers a compliment to students.

b) Students’ response is applied as an example of an Indonesian response to compliment.

c) Students are introduced to the expressions of English compliments and how to respond it correctly.

2) Elaboration

a) Students are encouraged to work in pair composing a sentence contains compliment, and the correct response to it

b) Teacher gives some comments and correction if needed.

3) Confirmation

a) Students are requested to translate sentences contain compliments into English. b) Student’s task must be completed individually.

c. Post-teaching

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F. Evaluation

Task 1: Complete the dialogue using the words in the box!

A journalist is interviewing Lidya Lau, a young singer.

The journalist : Congratulations on your ……(1)……, Lidya. Lidya : ……(2)…… I’m so happy.

The journalist : What is the ……(3)…… of your new album? Lidya : Lao Zhi Zao jian Kang Ge.

The journalist : Can you tell me how many albums you have ……(4)……? Lidya : Sure. I have four albums.

The journalist : I see. How old were you when you did the first one? Lidya : I was four.

The journalist : Wow! ……(5)……!

Lidya : Yes, and I also want to tell you that I ……(6)…… an award from MURI as the first child who ……(7)…… a Mandarin album in Indonesia.

The journalist : Well, once again ……(8)……, Lidya. Lidya : Thanks so much.

Task 2: Create a dialogue based on the situation given!

1. Michael asks Susan to see West Life. Susan accepts it.

Michael : Would you like to see West Life concert in HI on Saturday evening? Susan : ...

2. Dony asks Susi to watch tennis match this afternoon, but Susi refuse because she is busy.

Dony : ... Susy : ...

3. There is a big discount in Matahari Department Store. Intan asks Mira to go there for shopping and Mira agree. Intan : ...

Mira : ...

4. Tiara will held a birthday party next Sunday morning, and she invites Rizky to come but Rizky can’t come because he must go to his grandparents with his family.

 Fantastic – Congratulations – recorded – success