KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN
BADAN PENGEMBANGAN SUMBER DAYA MANUSIA PENDIDIKAN DAN KEBUDAYAAN
DAN PENJAMINAN MUTU PENDIDIKAN
THE APPLICATION
Expected Competence
By the end of this session, you are able to develop a lesson plan
applying scientific approach based on your students
characteristics include physical, ethical, social, cultural and
Brainstorming
How do you formulate your lesson
aims?
How do you start and end a lesson? How do you stimulate the higher
order of thinking in the classroom?
What is scientific approach? And
We write aims because:
1. our school Principal wants to see aims in our lesson plans.
2. students need to be told the focus of the lesson.
3. it helps us plan a logical lesson.
4. if we have an aim, it is easier to test our students achievement at the end of the lesson.
5. it is useful for self-evaluation.
6. an observer can more easily judge our lesson. 7. it looks professional.
I’m starting by showing a photograph of my
new friend. Then I’m going to ask my students to ask me questions about him, e.g. who s/he is, where s/he is from, where s/he lives, etc. After that, I’d like them to draw a picture of a friend and do a similar question and answer task but with their partner.
Five Question to Ask about Lesson Aims
Coverage
o Do students understand what they are doing?
Activities
o Do students understand why they’re doing the activity?
o Do students understand the others for good work?
Involvement
o Are the students learning, or just having fun?
Thinking skills
o Have these skills been taught or just practiced?
Mastery
Bloom’s Taxonomy
Bloom’s Taxonomy is a multi-tiered model of classifying thinking by six cognitive levels of complexity. First created in the 1950’s, Bloom’s
Taxonomy was revised in the 1990’s in an attempt to make it more
relevant for 21st century students and teachers.
Old Version Revised Version
a. Students read the story again more carefully to see if any of their predictions were correct.
b. Teacher dictates some words
c. Students look at some grammar/vocabulary in the text.
d. Class discussions of controversial issues with an open mind related to the story
e. In pairs students participate in team problem- solving activities to skim read the text and order a cut up version of the story. f. Teacher checks the meaning of some of the dictated words g. Students retell/ role play the story
h. Teacher asks the students to look at the words and make predictions about what might happen in the story.
i. In groups students search a famous story in Indonesia and
western and analyze their content and style through comparing and contrasting.
j. Students and teacher discuss the text in more detail/ answer more specific questions about the text.
Relate the steps to Krathwohl's and Bloom’s taxonomy!
Discussions of controversial issues with an
open mind
Participating in team problem-solving
activities
Analyzing the content and style through
CRUNCHY CRACKERS!
TeachingEnglish | Lesson plans
www.teachingenglish.org.uk
© BBC | British Council 2010 Advertisement storyboard
Worksheet A – Advert blurbs 1
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Own the Road
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Stay dry and clean with Morning Breeze the new
In Groups, Advertise These!
YOUR NEW CONVENIENCE
STORE YOUR NEWLY LIBRARY MAKEOVER
YOUR BOOKS PUBLICATION YOUR NEW ELECTRONIC
Develop Your Own Lesson Plan for Year 7 and Gather Feedbacks Through Presentation!
In pairs, set yours for one of the followings:
o Greeting, Self-introduction, and introducing others
o Initiating-closing conversation, and leave-taking
o Giving direction
o Giving information through invitation
o Giving information through label
o Giving information through advertisement
o Responding instruction/suggestion and
o Giving information through text, messenger and email
o Descriptive text
