LESSON PLANNING
(RPP)
School : SMPN 1 SONGGON
Subject : English
Class/ Semester : VIII/I
Materials : Short Functional
Text ( invitation card, greeting card and notice)
Time
Allocation : 1 x
2 (90 minutes )
A. Core
Competences
1. Respect and appreciate the
teachings of their religion.
2. Respect and appreciate the honest
behavior, discipline, responsibility, caring (tolerance, mutual assistance),
mannered, confident, in interacting effectively with the social and natural
environment within reach of the association and its existence.
3. Understanding of knowledge
(factual, conceptual and procedural) by curiosity about science, technology,
art, cultural phenomena and events related to the visible.
4. Trying, processing, and
presenting in the realm of the concrete (using, parse, compose, modify, and
make) and the realm of the abstract (writing, reading, counting, drawing, and
writing) in accordance with the learned in school and other sources in the same
viewpoints/ theories.
B. Basic
Competence
|
BASIC COMPETENCE |
INDICATOR |
|
3.2 Understanding the purpose, structure of the text, and
linguistic elements of special oral and written texts, in the form of
personal invitations, greetings (greeting cards), short messages, short
announcements (notice), very short and simple. 4.2 Arrange special oral and written texts, in the form of
personal invitations, greetings (greeting cards), short messages, short
announcements (notice), very short and simple, taking into account the
purpose, structure of the text, and linguistic elements, correctly and in
accordance with the context . |
3.2.1 understand the function or purpose of
each text (invitation card, greeting card, notice) 3.2.2 defines the purpose, structure of the
text and the element of specificity of each text 3.2.3 Understand the content of each text 4.2.1 create invitation card text 4.2.2 create a greeting card in the form of
a greeting card 4.2.3 makes written text a notice |
C. Learning
Objectives
• Students can understand the
function and purpose of short functional text (invitation, greeting cards and
notifications)
• Students can determine the
purpose, text structure and linguistic elements of short functional text
(invitation, greeting card and notice)
• Students can compile and make
written text in the form (invitation, greeting card and notice)
D. Learning
Materials
Short Functional text (invitation,
greeting card and notice) with a specific function or purpose
Social function
Obtain information about the function
or purpose of Short Functional text (invitation, greeting card and notice)
Text structure
Invitation
Address (person who invited),
greetings, the content of the sender's message
Greeting card
Clarify the purpose, use the right
choice of dictionaries
Notice
Information about structures,
information about warnings
Linguistic elements
vocabulary and grammar.
Topic
Various things related to the
function or purpose of Short Functional text (invitation, greeting card and
notice)
E. Learning
Methods
Scientific approach
Method: Discussion
Model: Discovery Learning
F. LEARNING
RESOURCES
• Mandatory Textbooks
• Exemplary speech and actions
teachers use every action of interpersonal communication correctly and
accurately
• Examples of written interactions
• Examples of written texts
• Sources from the internet:
· http://americanenglish.state.gov/files/ae/resource_files
· http://learnenglish.britishcouncil.org/en/
·
G. MEDIA OF
LEARNING
1. Teacher
2. Boardmarker
H. Learning Activities
|
Phase |
Learning Activities |
Time
Allocation |
|
preliminary |
Teachers greet (greeting) Teachers check student attendance The teacher communicates with students and gives some provoking
questions for the material to be taught |
10 minutes |
|
Core
activities |
Observe |
60 minutes |
|
|
Observe • Students listen / watch several examples of sentences stating
and asking for causal relations and inverse relationships according to the
context. • Students read sentences stating and asking for causal relations
and inverse relationships • Students imitate the pronunciation and intonation models of
sentences expressing and asking for causal relations and inverse
relationships Ask • With the guidance and direction of the teacher, students ask
differences between various expressions expressing and asking for causal
relations and inverse relationships in various contexts Explore • Students read example sentences stating and asking for causal
relationships and inverse relationships from various other sources. • Students arrange random sentences into causal sentences. • Students state and ask for causal relations and inverse
relationships using English in the context of simulations, role-plays, and
other structured activities Associate • In guided group work students analyze social functions,
meanings and expressions of functions expressing and asking for causal
relations and inverse relations, text structures, and linguistic elements,
and the format of their writing. • Students ask feedback (feedback) from the teacher and friends
about everything he said in group work. • Students conclude the results of their analysis related to
social functions, text structure and linguistic elements of sentences /
expressions and ask for causal relations and kebalika relationships Communicating • Students state and ask for causal relationships and inverse
relationships with English, inside and outside the classroom and the
environment in accordance with the context • Students write journals to express the experiences they gained
during learning, things that are difficult and easy to learn and strategies
that have been or will be done to overcome them |
|
|
Closing |
-Participants and teachers reflect on learning activities and
their benefits -Participants and teachers provide mutual feedback on the process
and learning outcomes -Students accept independent assignments. -Students and teachers say their final greetings |
10 menit |
I . Assessment of Learning Outcomes
Rating criteria:
• Achievement of social functions
• The completeness and collapse of
the text structure
• Accuracy of elements of language:
grammar, vocabulary, speech, word pressure, intonation, spelling, and
handwriting
• Compatibility of writing /
delivery format
Observations:
Assessment goals are:
• Conduct responsibility, care,
cooperation, and peace, in communicating
• Accuracy and appropriateness in
delivering and writing short6 functional text.
• Students' commitment to the
learning process at every level
• Accuracy and appropriateness of
using strategies in reading
Portfolio
Read the letter below to answer questions 1
to 7.
Dear Nan,
We are having a great holiday here on the Gold Coast. Yesterday we went to the Movie World.When we got up in the morning, it looked like rain. After a while the cloud disappeared. And it became a sunny day. We then decided to go to the Movie World.
The first ride I went on was Lethal Weapon. Next I saw the Police Academy show. After that I had lunch as I was really hungry. Meanwhile, Mum and Kelly queued for the Batman ride.
About one o’clock we got a light shower of rain but it cleared up soon after. We then went on all the other rides.
It was a top day. See you when you get back.
Love,
Sam
1. What is the letter about?
A. Sam’s holiday.
B. The Gold Coast.
C. The Movie World.
D. The Shower of Rain.
3.
What is the main idea of paragraph 3?
A. The weather in Gold Coast.
B. Police Academy Show.
C. Sam’s activities in the Movie World.
D. A great holiday in the Movie World.
4.
Where did Sam spend his holiday with his family?
A. On the Gold Coast.
B. In the Movie World.
C. In Lethal Weapon.
D. At the Police Academy.
5.
What did they get at one o’clock?
A. Lunch.
B. Shower.
C. A little rain.
D. Batman ride.
6.
The word ‘we’ in the text refers to…
(Paaragraph 1)
A. Sam and Nan
B. Sam and Mum
C. Mum and Kelly
D. Sam, Mum, and Kelly
7. The word queued in paragraph 3 means ……
A. went on
B. lined up
C. sat down
D. waited for
Scoring
a. Guideline Multiple chice scoring
|
Number |
score |
|
1-7 |
12 |
|
Max score |
84 |
Right answer score 12
Wrong answer score 0
Scoring = N
= Score x
100
Max score
Banyuwangi, 26 Februari 2019
Knowing,
English teacher Teachers,
Muhammad Daniel, S.Pd.M.M Shinta
Yuliantari
NIP 19681028 1998021001
NIM. T20176003
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