APPENDICES

181 Pages·2012·10.01 MB·English

by  Unregistered Retail Customer

APPENDICES
111
APPENDIX
A
COURSE GRID
DEVELOPING LEARNING KITS FOR TEACHING SPOKEN DESCRIPTIVE TEXT FOR THE EIGHT GRADE STUDENTS OF MTsN MODEL KEBUMEN 1 IN THE
ACADEMIC YEAR 2011/2012

Students’
Topics Basic Competence Indicators Materials Teachers’ Instructions Input Texts Media Time
Activities
UNIT I 1. Speaking 1. Speaking Language Function  Teacher  Teacher Directed Animal Life Story 2 x35
4 Mengungkapkan Students are Describing Directed - Greeting the students. Cycles illustration menit
Animal Life makna dalam teks lisan able to describe particular life - Responding to - Showing an animal life cycle video in the
Cycle fungsional dan the particular cycle. teacher’s to arouse the students’ interest. Biological form of
monolog pendek life cycle. greeting. - Asking the students about the video. Notes on pictures
sederhana yang Students are Introducing - Listening to - Telling the students the expressions Mosquitoes Video of
berbentuk descriptive able to themselves and some examples to describe an animal life cycle and animal
dan recount untuk introduce other friends and of expression swap shop activity. cycles
berinteraksi dengan themselves and responding to given by the Part of
lingkungan sekitar. other friends other’s teacher. Life Cycles animal life
and respond to introduction. - Making of Animals cycle
other’s summary of a cards
introduction. life cycle video. Flannel
Students are Using expression - Identifying and board
able to use in the swap shop discussing a A set of
expressions for activity. passage. informati-
practising the - Doing swap shop on gap
swap shop game. cards
activity. Using expression
Students are for describing
able to use animal life cycle in
expressions for their daily life.
describing
animal life
cycle in their

daily life.
Example of the  Guided  Guided Construction
Expressions Construction - Grouping the students into eight
- Matching the groups.
Hello. jumbled- - Explaining the rules of doing the
Hi. pictures in the task.
Good Morning/ flannelboard - Giving the examples of doing the
Afternoon, task.
Evening, Night. - Asking the students to do the task.
How are you?
Fine, thanks.
Thank you. - Matching the - Asking the students to choose an
You’re welcome. pictures with appropriate description for the given
the appropriate card.
What is your
name? description. - Asking the students to describe the
particular animal life cycle.
What is her name?

The life cycle of
butterfly is egg-
caterpillar-pupa-
adult butterfly.
Nice to meet you.
How do you do?

Language Structure  Independent  Independent Construction
Wh Question + be + Construction - Distributing information gap cards
Pron?(how are you) - Making dialog - Asking the students to work in pairs
Wh Question + be + based on the - Giving an example of practising the
Pron + name? situational cards.
(what is your name?) cards. - Asking the students to share the
- Practising the information to another partner.
dialogues in - Asking the students to perform in
front of the front of the class.
class. - Giving comments such as Well done,
Very Good, Great, Good Job, etc. .

- Asking students’ opinion about the

activities.

- Closing the lesson and greeting.
Glossary
Hello, Hi, good,
morning, afternoon,
evening, night, how,
are, you, Fine,
thanks, name, her,
his, your, egg,
caterpillar, puppa,
butterfly, chicken,
etc.

UNIT 2 1. Speaking 1.Speaking Language Function  Teacher  Teacher Directed Plants Part Story 2 x35
3 Mengungkapkan Students are Describing certain Directed - Greeting the students. ilustration menit
Parts of makna dalam able to describe part of plant and - Responding to - Showing power point slide of part of Anatomy in the (1
Plant percakapan the plants and whole parts of teacher’s plant to arouse the students interest. of a Flower form of meeting)
transaksional dan each part of the plant. greeting. - Asking the students about the slide. pictures
interpersonal lisan plant. - Listening to - Telling the students the expressions Part of
pendek sederhana Students are Comparing parts of some examples to describe the part of plant. plants
untuk berinteraksi able to use plants. of expression cards
dengan lingkungan expressions for given by the Full parts
sekitar. comparing teacher. of plant
parts of plant. - Identifying the National
Students are part of plant in emblem
able to use Using expressions the power point cards
expressions in sin the snake and slide then Flannel
the snake and ladder game. drawing it. board
ladder game. - Responding to A set of
Students are Introducing and teacher’s informati-
able to responding to questions related on gap
introduce and themselves and to power point cards
respond to other friends slide.
someone based introduction.
on the
information
given.
Students are
able to use Describing parts of
expressions for plant in their daily
describing parts life.
of plant in their
daily life.
Example of the  Guided  Guided Construction
Expressions Construction - Grouping the students into eight
- Matching the groups.
Good Morning/ jumbled- - Explaining the rules of doing the
Afternoon, pictures in the task.
Evening, Night.. flannelboard - Giving the examples of doing the
What is your task.
name? - Asking the students to do the task.

What is her name?

Where do you
- Doing snake - Grouping the students into eight
come from?
and ladder groups.
This is a leave.
game. - Giving the rules of the game.
That is a root.
- Asking the students to make a

sentence based on the word chosen.

Language Structure Independent Independent Construction
Wh Question + be + Construction - Distributing information gap cards
Pron + name? - Making dialog - Asking the students to work in pairs
(What is your name?) based on the - Giving an example of practising the
Wh question + be + situational cards.
pron + come from? cards. - Asking the students to share the
(where do you come information to another partner.
from?) - Asking the students to perform in
front of the class.
- Giving comments such as Well done,
Very Good, Great, Good Job, etc. .
- Asking students’ opinion about the
activities.
- Closing the lesson and greeting.

Glossary
Hello, Hi, good,
morning, afternoon,

evening, night, how,

are, you, Fine,
thanks, name, her,
his, you, come from,
branch, fruit, flower,
root, leaf, stem, etc.
UNIT 3 1. Speaking 2. Speaking Language Function  Teacher  Teacher Directed How to What do 2x35
3 Mengungkapkan Students are Describing Directed - Greeting the students. express you feel minutes
Friendship makna dalam able to describe someone’s feeling. - Responding to - Showing some emoticons in the difficult passage (1
percakapan someone’s teacher’s slide of PP to arouse the student’s feeling. emotion meeting)
transaksional dan feeling. greeting. interest. cards
interpersonal lisan Students are Describing - Listening to - Asking the students about feeling in Situasiona
pendek sederhana able to describe someone’s feeling some examples the slide of PP. l cards
untuk berinteraksi someone’s in a particular of expressions - Telling the students the expressions Flannel
dengan lingkungan feeling in a activity. given by the to describe certain feeling. board
sekitar. particular teacher. A set of
activity. informati-
Students are Describing on gap
able to use someone’s feeling cards
expressions for by writing a short
describing message.
someone’s
feeling, in the
form of a short
message.
Students are Using expression
able to use in information gap
expressions in activity.
information gap
activity.
Students are Describing
able to use someone’s feeling
expressions for in their daily life.
describing
someone’s
feeling in their
daily life.
Example of the  Guided  Guided Construction
Expressions Construction - Asking the students to do the task in
- Describing pairs.
Hello. someone’s - Explaining the rules of doing the
Hi. feeling based task.
Good Morning/ on given - Giving the example of doing the
Afternoon, Evening, situasion task.
Night. - Asking the students to present their
What do you feel? task.

Are you sad?
- Describing - Asking the students to choose an
Are you sad
students’ appropriate situasion.
because your best
- Asking the students to describe their
friend is moving to feeling by feeling.
another city? sending a - Asking the students to present their
Yes, I am. message. task.
No, I am not.

Language Structure  Independent  Independent Construction
Wh Question + be + Construction - Distributing information gap cards
Pron + feel? - Making dialog - Asking the students to work in pairs
To be Question + be based on the - Giving an example of practising the
+ certain feeling? situational cards.
To be Question + be cards. - Asking the students to share the
+ certain feeling information to another partner.
- Asking the students to perform in
front of the class.
- Practising the - Giving comments such as Well
dialogues in done, Very Good, Great, Good Job,
front of the etc.
class. - Asking students’ opinion about the
activities.
- Closing the lesson and greeting.
Glossary
Hello, Hi, good,
morning, afternoon,
evening, night, how,
are, you, Fine, you,
what, do, feel, sad,
happy, are, proud,
confused, angry, etc.

UNIT 4 1. Speaking 1. Speaking Language Function  Teacher  Teacher Directed Traditional Story 2x35
3 Mengungkapkan Students are Describing kinds Directed - Greeting the students. and modern ilustration minutes
Travel makna dalam able to describe of transportation. - Responding to - Showing transportation cards to transport in transportat (1
percakapan kinds of teacher’s arouse the students’ interest into the Jakarta. ion cards meeting)
transaksional dan transportation. greeting. topic. Transportat Flannel
interpersonal lisan Students are - Listening to - Asking the students about the cards. ion in board
pendek sederhana able to identify Describing some some example of - Giving an article under the topic Indonesia. Simple
untuk berinteraksi modern from differences expressions modern and traditional map cards
dengan lingkungan traditional between modern given by the transportation. A set of
sekitar. transportation and traditional teacher. - Telling the students the expressions
based on the transportation. - Differentiating to differentiate traditional and informati-
provided traditional and modern transportation. on gap
classification. modern cards
Students are Asking and giving transportation.
able to describe direction.
the direction to
go to certain
place.
Students are Using expressions
able to use for describing
expressions for specific direction
describing using particular
spesific transportation.
direction using
particular
transportation.

Example of the  Guided  Guided Construction
Expressions Construction - Grouping the students into eight
Good Morning/ - Discussing the groups.
Afternoon, passage of - Explaining the rules of doing the
Evening, Night. traditional and task.
It is a bus. modern - Asking the students to do the task.
What is it? transportation.

How do I get

there?

Language Structure  Independent  Independent Construction
Wh Question + be + Construction - Distributing information gap cards
it? - Making a - Asking the students to work in a
Wh Question + be + dialog based on group of four.
transportation + the situational - Giving an example using the map by
should + pron + take? map. asking and giving information.
- Practising the - Asking the students to share the
dialogues in information to another partner.
front of the - Asking the students to perform the
class. dialogues in front of the class.
- Giving comments such as Well done,
Very Good, Great, Good Job, etc. .
- Asking students’ opinion about the
activities.
- Closing the lesson and greeting.
Keywords
Hello, Hi, good,
morning, afternoon,
evening, night, how,
are, you, take, bus,
airplane, boat, etc.