LESSON PLAN
School : Primary School
Subject : English
Grade/semester : 6/1
Focused skill(s) : Listening and speaking
Time allotment : 2 x 30 minutes
Theme : What is your hobby?
A. Standard Competence :
2. Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks sekitar peserta didik.
B. Basic Competence :
2.3 Bercakap-cakap untuk meminta/memberi jasa/barang secara berterima yang melibatkan tindak tutur: mengingatkan, menyatakan suka/tidak suka, menanyakan jumlah, menanyakan keadaan, memberi komentar, memberi pendapat, dan mengusulkan.
C. Learning objectives :
In the end of lesson, the students are expected to be able to…
• comprehend the story of Hana’s hobby,
• repeat some keywords or sentences related to the topic of the lesson, and
• express feeling of like and dislike.
D. Indicators :
• Mengidentifikasi beberapa kata kunci yang berkaitan dengan ‘hobbies’ dari cerita ‘I like dancing very much’.
• Mengucapkan kembali kata-kata maupun kalimat yang berhubungan dengan ‘hobbies’ dengan intonasi dan lafal yang tepat dan berterima.
• Menggunakan ekpresi-ekspresi untuk menunjukkan rasa suka (like) dan rasa tidak suka (dislike) secara tepat dan berterima.
E. Learning materials :
• Story;
I like dancing very much
Hello, my name is Hana. I am 13 years old. I have a lot of hobbies, such as singing, reading, cooking, swimming, and dancing. But, among my hobbies, I like dancing very much. I like dancing because I can move my body as I want. I can move to the left. I can move to the right. I can move forward. I can move backward. I can jump. I can bend and I can turn around. I want to be a good dancer in the future.
I really like to move my body, so I don’t like watching. I don’t like watching movie because I will sit for hours and it can make me sleepy. I also don’t like fishing because I have to wait for long time to get the fish. Those are what I like and what I don’t like. Now, what is your hobbies, friends?
• 9 keywords related to hobby;
Hobbies:
Dancing
Singing
Reading
Cooking
Swimming
Watching
Fishing
Verb:
Like
Do/does not like
• Expressions used in showing like and dislike;
I like singing. (like)
I don’t like singing. (dislike)
She likes dancing. (like)
She doesn’t like swimming. (dislike)
• Expressions used in asking ‘like’;
Do you like dancing?
Does she like reading?
Do they like swimming?
F. Learning activities:
• Pre-activities (5-10 minutes)
1. Teacher greets the students and calls for the roll.
2. Teacher asks students’ condition cheerfully.
3. Teacher and students sing “Good Morning” song together.
4. Teacher tells the students that s/he watched a good dancer in Indonesia Mencari Bakat program yesterday.
5. Teacher asks the students whether or not they like dancing using expression “do you like dancing?” (chain question happens in this moment).
6. Teacher tells the students that today s/he will tell them about someone who really likes dancing using expression “today, I will introduce you to someone who likes dancing very much”.
7. Teacher shows a picture of a girl named Hana.
• Whilst activities (30-40 minutes)
8. Teacher tells the students about Hana’s story of her hobby, which is dancing (students are involved in the story).
9. Teacher and students sing “My hobbies” song together.
10. Teacher asks the students about what Hana’s hobbies are based on the story that have been told using expression “based on the story, what are Hana’s hobbies?”.
11. Then, teacher asks the students about what does Hana don’t like using expression “now, what does Hana don’t like?”
12. Teacher lists down the students’ answers on whiteboard (in the form of mind map)
13. Teacher reads the answers and asks the students to repeat it.
14. Teacher then asks some students about their hobbies and list down some different answers.
15. Teacher explains the names of hobbies listed down on the board.
16. Teacher tells the students that they are going to play ‘guess my hobby’.
17. Teacher gives the ball to the students.
18. Students are asked to give the ball to their friends next to them while singing ‘My Hobbies’ song.
19. Student who holds the ball while the song is over is asked to come forward.
20. The student, who is asked to come forward, will be asked to take one flashcard containing a picture of hobby and some clues about it (the format of flashcards is attached in learning materials section).
21. The student, who is in front of the classroom, will be the clues giver.
22. The student is asked to give the clues one by one, to the rest students according to the clues written in the flashcards.
23. The rest students will guess the hobby by using expression “do you like...?”.
24. Before the answer is correct, other students have to ask continuously until the student in front of them gives a confirmation that the answer is correct.
25. Teacher monitors the students while they are doing the activity.
26. The activity runs for 15 minutes.
27. The teacher reviews the activity with the students.
• Post activities (5-10 minutes)
28. Students and teacher review the whole lesson by listing down the activities that have been done.
29. Teacher lists down the activities on the whiteboard.
30. Teacher asks the students which activity that they like most.
31. Teacher gives the students homework; interviewing their family members about their hobbies, then in the next meeting, some lucky students will be asked to explain their family members’ hobbies in front of the class.
32. Teacher closes the lesson.
Learning media :
1. Picture of Hana
2. Textbook
3. Whiteboard
4. Songs entitled “Good Morning” and “My hobbies”.
5. Flashcards
Attachment :
1. Song entitled “Good morning”
Good morning
Good morning 2x
Nice to see your smile again
Good morning 2x
To you and to you
2. Song entitled “My hobbies”
My hobbies
I like singing 2x
and dancing 2x
Cooking and reading 2x
and swimming 2x
School : Primary School
Subject : English
Grade/semester : 6/1
Focused skill(s) : Listening and speaking
Time allotment : 2 x 30 minutes
Theme : What is your hobby?
A. Standard Competence :
2. Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks sekitar peserta didik.
B. Basic Competence :
2.3 Bercakap-cakap untuk meminta/memberi jasa/barang secara berterima yang melibatkan tindak tutur: mengingatkan, menyatakan suka/tidak suka, menanyakan jumlah, menanyakan keadaan, memberi komentar, memberi pendapat, dan mengusulkan.
C. Learning objectives :
In the end of lesson, the students are expected to be able to…
• comprehend the story of Hana’s hobby,
• repeat some keywords or sentences related to the topic of the lesson, and
• express feeling of like and dislike.
D. Indicators :
• Mengidentifikasi beberapa kata kunci yang berkaitan dengan ‘hobbies’ dari cerita ‘I like dancing very much’.
• Mengucapkan kembali kata-kata maupun kalimat yang berhubungan dengan ‘hobbies’ dengan intonasi dan lafal yang tepat dan berterima.
• Menggunakan ekpresi-ekspresi untuk menunjukkan rasa suka (like) dan rasa tidak suka (dislike) secara tepat dan berterima.
E. Learning materials :
• Story;
I like dancing very much
Hello, my name is Hana. I am 13 years old. I have a lot of hobbies, such as singing, reading, cooking, swimming, and dancing. But, among my hobbies, I like dancing very much. I like dancing because I can move my body as I want. I can move to the left. I can move to the right. I can move forward. I can move backward. I can jump. I can bend and I can turn around. I want to be a good dancer in the future.
I really like to move my body, so I don’t like watching. I don’t like watching movie because I will sit for hours and it can make me sleepy. I also don’t like fishing because I have to wait for long time to get the fish. Those are what I like and what I don’t like. Now, what is your hobbies, friends?
• 9 keywords related to hobby;
Hobbies:
Dancing
Singing
Reading
Cooking
Swimming
Watching
Fishing
Verb:
Like
Do/does not like
• Expressions used in showing like and dislike;
I like singing. (like)
I don’t like singing. (dislike)
She likes dancing. (like)
She doesn’t like swimming. (dislike)
• Expressions used in asking ‘like’;
Do you like dancing?
Does she like reading?
Do they like swimming?
F. Learning activities:
• Pre-activities (5-10 minutes)
1. Teacher greets the students and calls for the roll.
2. Teacher asks students’ condition cheerfully.
3. Teacher and students sing “Good Morning” song together.
4. Teacher tells the students that s/he watched a good dancer in Indonesia Mencari Bakat program yesterday.
5. Teacher asks the students whether or not they like dancing using expression “do you like dancing?” (chain question happens in this moment).
6. Teacher tells the students that today s/he will tell them about someone who really likes dancing using expression “today, I will introduce you to someone who likes dancing very much”.
7. Teacher shows a picture of a girl named Hana.
• Whilst activities (30-40 minutes)
8. Teacher tells the students about Hana’s story of her hobby, which is dancing (students are involved in the story).
9. Teacher and students sing “My hobbies” song together.
10. Teacher asks the students about what Hana’s hobbies are based on the story that have been told using expression “based on the story, what are Hana’s hobbies?”.
11. Then, teacher asks the students about what does Hana don’t like using expression “now, what does Hana don’t like?”
12. Teacher lists down the students’ answers on whiteboard (in the form of mind map)
13. Teacher reads the answers and asks the students to repeat it.
14. Teacher then asks some students about their hobbies and list down some different answers.
15. Teacher explains the names of hobbies listed down on the board.
16. Teacher tells the students that they are going to play ‘guess my hobby’.
17. Teacher gives the ball to the students.
18. Students are asked to give the ball to their friends next to them while singing ‘My Hobbies’ song.
19. Student who holds the ball while the song is over is asked to come forward.
20. The student, who is asked to come forward, will be asked to take one flashcard containing a picture of hobby and some clues about it (the format of flashcards is attached in learning materials section).
21. The student, who is in front of the classroom, will be the clues giver.
22. The student is asked to give the clues one by one, to the rest students according to the clues written in the flashcards.
23. The rest students will guess the hobby by using expression “do you like...?”.
24. Before the answer is correct, other students have to ask continuously until the student in front of them gives a confirmation that the answer is correct.
25. Teacher monitors the students while they are doing the activity.
26. The activity runs for 15 minutes.
27. The teacher reviews the activity with the students.
• Post activities (5-10 minutes)
28. Students and teacher review the whole lesson by listing down the activities that have been done.
29. Teacher lists down the activities on the whiteboard.
30. Teacher asks the students which activity that they like most.
31. Teacher gives the students homework; interviewing their family members about their hobbies, then in the next meeting, some lucky students will be asked to explain their family members’ hobbies in front of the class.
32. Teacher closes the lesson.
Learning media :
1. Picture of Hana
2. Textbook
3. Whiteboard
4. Songs entitled “Good Morning” and “My hobbies”.
5. Flashcards
Attachment :
1. Song entitled “Good morning”
Good morning
Good morning 2x
Nice to see your smile again
Good morning 2x
To you and to you
2. Song entitled “My hobbies”
My hobbies
I like singing 2x
and dancing 2x
Cooking and reading 2x
and swimming 2x
I want to give some comment for the lesson plan that have been made by Siti’s group.
ReplyDelete1. The story contains some elements that help the children to learn the language through it. They are parallelism (repetition of language thus the children can predict the pattern of the language, e.g. I can move to the left, I can move to the right) and alliteration (words that have the same initial consonant, e.g. I have a lot of hobbies, such as singing, reading, cooking, swimming, and dancing) (Cameron, 2001 : 163 – 164). Unfortunately, this story does not contain any dialogue; narrative is the main use of language. Probably, you can add some dialogue here, since balance between narrative and dialogue is needed to give the children knowledge of different language pattern (narrative reflects indirect sentence, dialogue reflects direct sentence) (Cameron, 2001 : 165). For example, this story involves two characters in which they ask each other about their own hobbies.
2. I can see here that in the game, all of the chidren are involved because they are grouped in a whole-class group. This is a good choice, because as I read in Harmer (2007 : 161), there are some advantages of whole-class grouping. First, it improves the children’s togetherness feeling. They share the same atmosphere produced by the game. For example, if there is something funny in the game, then they will laugh together and feel the same excitement. Second, in a whole-class grouping, teacher will save his energy to control only one big group instead of take care of some small groups. Third, teacher has an opportunity to observe all of the children’s learning progress generally. Fourth, teacher has the direct authority, in which the children are sure that the game runs the way it should be, and any misunderstanding about the instructions or the rule of game can be prevented.
Over all, this lesson plan is very good.
References:
Cameron, Lynn. 2001. Teaching Languages to Young Learners. UK : Cambridge University Press.
Harmer, Jeremy. 2007. The Practice of English Language Teaching (4th edition). Pearson Longman.
Retna Oktaviani Zahra
ReplyDeleteI think the lesson plan of group 9 is very good, below I will elaborate my reason..
• The activities in the lesson plan start from control to less control which is good to make students are ready to accept the material and to follow the activities.
• This lesson plan covers at least three kind of multiple intelligences, they are musical intelligence, interpersonal intelligence and kinesthetic intelligence.
• I think it is a good decision to use story in teaching English, because stories can be used as well in helping children learn English. Stories bring children to create imaginations and let them be creative in their mind. Stories are frequently claimed to bring many benefits to young learner classrooms, including language development (Wright, 1997; Garvie, 1990, as cited in Cameron, 2001). According to Cameron (2001:176), in listening to a story, children are practicing listening for the overall meaning. It makes children to be quite and listen to the story teller, it teaches them try to respect others by listening to what other’s speaking.
• Besides, in this lesson plan teacher wants to introduce the expression of showing like and dislike without making students feel under pressure to learn the expression.
• This lesson plan also uses game in delivering the material. I think it is good because game can help the teachers to create contexts in which the language is useful and meaningful. According El Bahri (2008) games encourage, entertain, teach, and promote fluency. Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot. Even shy students can participate positively. (Lewis, 1999 as cited in Chatherine, 2008).
• Through the game introduced in the lesson plan, teacher can observe students’ understanding toward the material given because the game itself asked students to explain their favorite hobby using a clue given.
• The game itself has a function to strengthen the material that children absorbed from the previous activity.
Reference
Cameron, L. 2001. Teaching Languages to Young Learners. UK: Cambridge.
Chatherine. (2008). Using Games in English Teaching. Chaterine’s blog. Retrieved from
http://eblog.cersp.com/userlog26/189416/archives/2008/856581.shtml
[3 oktober 2012]
El Bahri, Agus Salim.(2008).Teaching English Vocabulary Using Games. Agus Salim Institut. Retrieved from http://maselbahri.blogspot.com/2008/12/teaching-english-vocabulary-using-games.html
[5 Juni 2012]
Trinne Anggita A.P
ReplyDeleteFirst of all, i'd like to thank to Siti's group because all of you have made a good lesson plan.
Yes, this lesson plan is good because of several reasons. First, learning activities facilitate the achievement of learning objectives. Second, teacher tries to construct the context by tells the students that s/he watched a good dancer in Indonesia Mencari Bakat program yesterday. That is good point because context is very important built in the classroom to engage students and to make them feel closer to real life as stated by Robert G.Berns and Patricia M. Erikson (2001) citing from Contextual Teaching and Learning project (2000). Third, include story that can develop students’ language skill (Wright, 1997; Garvice, 1990 cited by Cameron, 2005) with provide some elements of language use as Febby said above before. Fourth, using game as evaluation is good because game can make students interested in learning language. Games also help the teacher to create contexts in which the language is useful and meaningful (Andrew Wright, David Betteridge and Michael Buckby, 1984 in telfgame.com).
Here are some recommendations for this lesson plan. First, as Febby said that try to present dialogue as well in the story to make students aware of the differences of two main uses of language, those are, narrative and dialogue (Cameron, 2001: 165). Second, instruction of the game should be clear, for example, when the student give some clues to the rest of friends, whether s/he just mention the clue that provide in the card or make a sentence related to picture.
References:
Berns, Robert G. and Patricia M. Erickson. (2001). Contextual Teaching and Learning: Preparing Students for the New Economy Journal Articles. From Behaviorism to Constructivism and Contextual Teaching and Learning, 5, p. 2.
Cameron, Lynne. (2005). Teaching Language to Young Learner. United Kingdom: Cambridge.
Weight, Andrwe at al. (1984). From 'Games for Language Learning'. (TEFLGame Why Use Game in Teaching English. Web-site). Retrieved from http://www.teflgames.com/why.html [October 3, 2012].