Lesson Plan Reading 3 semester 4 tahun 2014

LESSON PLAN

SESSIONS : 1, 2, 3, 4, 5, 6, 7

COURSE                               :  READING 3

COURSE CODE                  :  MKK 4210252024

SEMESTER                          :  5

NUMBER OF CREDITS    :  2

PREQUISITE                       :  READING 2

STANDARD COMPETENCE

Comprehending the English written texts in advanced level of difficulty (600-700 words)

BASIC COMPETENCE

Identifying the unfamiliar keywords in text, understanding the scanning/skimming techniques, , identifying the topic of the text and identifying the main idea of the text.

INDICATORS

1. Finding the key words
2. mentioning the unfamiliar key words
3. explaining the meaning of the unfamiliar key words
4. understanding the skimming/scanning techniques
5. applying the skimming/scanning techniques on the text with various genres
6. predicting the topic of the text precisely
7. defining the topic of the text
8. identifying the main ideas of the text by scanning
9. explaining the main ideas of the text

OBJECTIVES

By the end of the lesson, students should be able to:

1.      find the key words

2.      mention the unfamiliar key words

3.      explain the meaning of the unfamiliar key words

4.      understand the skimming/scanning techniques

5.      apply the skimming/scanning techniques on the text with various genres

6.      predict the topic of the text

7.      define the topic of the text

8.      identify the main ideas of the text by scanning

9.      explain the main ideas of the text

MATERIALS

1.    Texts on various genres

2.    Skimming

3.   Scanning

TEACHING-LEARNING METHODS

1.      lecturing on unfamiliar words

2.      reading aloud

3.      answering questions

4.      discussing the element of the texts

TEACHING-LEARNING ACTIVITIES

1.      Students pay attention to the explanation of unfamiliar words

2.      Students mention the unfamiliar keywords

3.      Students read the text to find some important information in the text using  /skimming techniques

4.      Students identify important pieces of information

5.      Students predict the topic of the text

6.      Students define the topic of  the text

7.      Students identify the main ideas of the text by skimming/scanning

8.      Students explain the main ideas of the text

ASSESSMENT SYSTEM

1. individual assignment            
2. mid term test

    

REFERENCES

-          Alexander, L.G. Fluency in English

-          Ken Beatty. Read and Think (Book 4)

-          Jeffries, Linda., Meukleckis, Betty. Reading Power

-          Any possible book (explicitely about genre)

LESSON PLAN

SESSION: 8, 9, 10

COURSE                               :  READING 3

COURSE CODE                  :  MKK 4210252024

SEMESTER                          :  5

NUMBER OF CREDITS    :  2

PREREQUISITE                 :  READING 2

STANDARD COMPETENCE

Comprehending the English written texts in advanced level (600-700 words)

BASIC COMPETENCE   

identifying important information in text, Identifying the messages in the text, understanding the inferences technique in reading

INDICATORS

1.      guessing the words meaning based on the context given in the text precisely

2.      identifying important pieces of information accurately

3.      identifying the topic sentence

4.      stating the main ideas and the topic

5.      describing  the main ideas/topic 

6.      Identifying the message of the text

7.      making inferences to find the information from the text accurately

OBJECTIVES

By the end of the lesson, students should be able to:

1.      guess the words meaning based on the context given in the text

2.      identify important pieces of information accurately

3.      identify the topic sentence

4.      state the main ideas and the topic

5.      describe  the main ideas/topic 

6.      identify the message of the text

7.      make inferences to find the information from the text accurately

MATERIALS

1. text on various genres
2. skimming
3. scanning
4. inferring

TEACHING-LEARNING METHODS

1. reading aloud
2. answering questions
3. discussing on the element of the texts

TEACHING-LEARNING ACTIVITIES

1.      Students read aloud and practice to use the techniques in reading the texts

2.      Students find the sentences which contain important information

3.      Students discuss the elements of the texts

4.      Students analyze the content of the text

5.      Students make inferences from the information in the text

ASSESSMENT SYSTEM

1.      Individual assignment

2.      group discussion

REFERENCES

-          Alexander, L.G. Fluency in English

-          Ken Beatty. Read and Think (Book 4)

-     Beatrice S. Mikulecky & Linda Jeffries. Reading power

-     Any possible book

LESSON PLAN

SESSION: 11,12, 13, 14

COURSE                               :  READING 3

COURSE CODE                  :  MKK 4210252024

SEMESTER                          :  5

NUMBER OF CREDITS    :  2

PREREQUISITE                 :  READING 2

STANDARD COMPETENCE

Comprehending the English written texts in intermediate level of difficulty (600-700 words)

BASIC COMPETENCE

Comprehending the ideas/content of the text, and understanding the ideas in the text

INDICATORS

1. Analyzing the important message in the texts
2. Analyzing the content of the text
3. understanding the content of the text

OBJECTIVES

By the end of the lesson, students should be able to:

1. Analyze the important message in the texts
2. Analyze the content of the text
3. understanding the content of the text

MATERIALS

1.    Scanning

2.    Skimming

3.    Inference

4.    Texts in various genres

TEACHING-LEARNING METHODS

1. lecturing on the techniques of reading
2. reading aloud

      3.   discussing the content

      4.   analyzing the content

     

TEACHING-LEARNING ACTIVITIES

1. Students read the text to find some important messages in the text using scanning, skimming and inference techniques
2. Students analyze the content of the text

ASSESSMENT SYSTEM

1. Individual assignment
2. Final test

REFERENCES

-          Alexander, L.G. Fluency in English

-          Ken Beatty. Read and Think (Book 4)

-     Beatrice S. Mikulecky & Linda Jeffries. Reading power

-     Any possible book

SAP Reading 3 semester 4 tahun 2014

SYLLABUS

Faculty                                                : Faculty of Languages and Arts

Department/Study Program    : Department of English/English Education & English Literature Study Programs

Subject                                                : READING  3

Subject Code                          : MKK4210252024

Credit                                      : 2

Standard Competence                        : Comprehend the English written texts in advanced level (600-700 words)

Basic Competence	Materials	Teaching and Learning Activities	Indicators	Assessment	Time Allotment	References
1.        identifying the unfamiliar keywords in text 2.        understanding the scanning/skimming techniques 3.         identifying the topic of the text 4.        identifying the main idea of the text.	1.    texts on various genres 2.    Skimming 3.   Scanning	1.      Students pay attention to the explanation of unfamiliar words 2.      Students mention the unfamiliar keywords 3.      Students read the text to find some important information in the text using scanning  /skimming techniques 4.      Students identify important pieces of information 5.      Students predict the topic of the text 6.      Students define the topic of  the text 7.      Students identify the main ideas of the text by skimming/scanning 8.      Students explain the main ideas of the text	1.      Finding the key words 2.      mentioning the unfamiliar key words 3.      explaining the meaning of the unfamiliar key words 4.      understanding the skimming/scanning techniques 5.      applying the skimming/scanning techniques on the text with various genres 6.      predicting the topic of the text precisely 7.      defining the topic of the text 8.      identifying the main ideas of the text by scanning 9.      explaining the main ideas of the text	1.    individual assignment       2.    mid term test	7 x 100 minutes	-          Alexander, L.G. Fluency in English -          Ken Beatty. Read and Think (Book 4) -          Jeffries, Linda., Meukleckis, Betty. Reading Power -          Any possible book (explicitely about genre)
identifying important information in text identifying the messages in the text understanding the inferences technique in reading	text on various genres skimming scanning inferring	1.       Students read aloud and practice to use the techniques in reading the texts 2.       Students find the sentences which contain important information 3.       Students discuss the elements of the texts 4.         Students discuss the content of the text 5.        Students make inferences from the information in the text	guessing the words meaning based on the context given in the text precisely identifying important pieces of information accurately identifying the topic sentence stating the main ideas and the topic describing  the main ideas/topic  Identifying the message of the text making inferences to find the information from the text accurately	1.      Individual assignment 2.      group discussion	3 x 100 minutes	-          Alexander, L.G. Fluency in English -          Ken Beatty. Read and Think (Book 4) -          Jeffries, Linda., Meukleckis, Betty. Reading Power -          Any possible book (explicitely about genre)
comprehending the ideas/content of the text evaluating the ideas in the text	Scanning Skimming Inference Texts in various genres	1.        Students read the text to find some important messages in the text using scanning, skimming and inference techniques 2.        Students analyze the content of the text 3.        Students identify  context of the text	Analyzing the important message in the texts Analyzing the content of the text understanding the content of the text	Individual assignment Final test	4 x 100 minutes	-          Alexander, L.G. Fluency in English -          Ken Beatty. Read and Think (Book 4) -          Jeffries, Linda., Meukleckis, Betty. Reading Power -          Any possible book (explicitely about genre)

SAP Speaking 1 semester 2 tahun 2014

SYLLABUS (week-basic competence-indicators-characters-material-teaching learning-time allotment-assesment-reference

Faculty                                               :  LANGUAGE AND ARTS

Department/ Study Program           :  ENGLISH

SubJect                                              : Speaking 1

Subject Code                                     :  MKK 7062

Credit                                                 :  2

Standard Competence                     : Negotiate meaning interpersonally to exchange feelings or attitudes in pairs and logico-semantically

                                                           to exchange information in pairs. Perform various speech function including demanding goods and

                                                             services, facts and opinion. Use communication strategies to compensate deficiencies during

                                                             communication.

Week	Basic Competence	Materials	Teaching Learning Activities	Indicators	Assessment	Time Allotment	References
1	Demonstrating how to say what they want in a shop and ask the price.	1.    Shopping vocabulary 2.    Pictures relate to the shopping items 3.    Useful phrases for questions and answers in buying things 4.    Shopping dialogue 5.    A video about shopping	-    Motivating (checking attendance, telling advantages in learning the topic) -    Telling the objectives and learning experience -    Dividing  students into groups -    Assigning students to watch a video about -    Identifying useful phrases for shopping -    Assigning student to classify things to buy based on the pictures given -    Facilitating students to discuss and construct a shopping dialogue -    Demonstrating the dialogue -    Giving feedback for the students’ demonstration -    Reviewing and giving home assignment	1.     Subdividing things to buy 2.     Differentiating shops to go 3.     Formulating useful phrases for buying things 4.     Creating a shopping dialogue 5.     Demonstrating willingness to help as service to customers 6.     Demonstrating communicatively shopping in English	1.     Performance 2.     Attitude	1x100 minutes	http://www.eslprintables.com/printable.asp?id=193969#thetop http://esl.about.com/od/beginnerpronunciation/a/bd_shop.htm http://www.learnenglish.de/vocabulary/shopping.htm http://www.youtube.com/watch?v=Q-1tfWzHgOA http://www.youtube.com/watch?v=ejxsguR8h1w
2	Demonstrating how to use public transport, asking for basic information and buying tickets.	1.    Vocabulary about transportations, travelling and ticketing 2.    Types of transport 3.    Travel and the transport 4.    A dialogue about buying a ticket 5.    Role play for buying a ticket	-    Motivating (checking attendance, telling advantages in learning the topic) -    Telling the objectives and learning experience -    Lecturing -    Dividing  students into groups -    Assigning students to do the practice in a role play in groups -    Facilitating students to understand the role play given by the lecturer in groups -    Demonstrating the role play -    Giving feedback for the students’ demonstration -    Reviewing and giving home assignment	1.     Subdividing types of transport in order from fast to slow 2.     Classifying people usually travel in town 3.     Explaining phrases about travelling 4.     Formulating useful phrases in a demonstration about traveling, asking basic information and buying a ticket 5.     Demonstrating buying a ticket confidently	1.     Performance 2.     Attitude	1x100 minutes	http://www.learnenglishfeelgood.com/travelenglish/english-buying-tickets1.html#
3	Demonstrating how to ask for and give direction	1.    Special building signs and the names of the buildings 2.    Useful phrases for giving directions 3.    Vocabulary related to directions 4.    Useful expressions for directions 5.    Useful phrases for giving and asking for directions 6.    Town maps 7.    A video about giving and asking for directions	-    Motivating (checking attendance, telling advantages in learning the topic) -    Telling the objectives and learning experience -    Dividing  students into groups -    Assigning students to watch a video about giving and asking for directions -    Identifying Special building signs and the names of the buildings, useful phrases for giving directions, vocabulary related to directions, useful expressions and phrases for giving and asking for directions -    Assigning student to classify special building signs and the names of the buildings based on the pictures given -    Facilitating students to discuss and construct a dialogue about giving and asking for directions -    Demonstrating the dialogue -    Giving feedback for the students’ demonstration -    Reviewing and giving home assignment	1.     Subdividing special building signs and the names of the buildings 2.     Employing useful phrases for giving directions 3.     Employing vocabulary about giving and asking for direction in a conversation 4.     Formulating useful expressions for giving and asking for direction 5.     Creating a dialogue about giving and asking for direction 6.     Demonstrating the dialogue communicatively	1.     Performance 2.     Attitude	1x100 minutes	Wall, Allie Patricia. Say it Naturally: Verbal Strategies for Authentic Communication. 2nd ed. Picture 1: from English in Action 3 Picture 2: from English Conversation in Taiwan (Intermediate) http://www.learn-english-online.org/Lesson46/Lesson46.htm
4	Demonstrating how to make and respond to invitations	1.    Phrases about making, accepting and declining invitations 2.    A dialogue related to the topic 3.    Role play related to the topic	-    Motivating (checking attendance, telling advantages in learning the topic) -    Telling the objectives and learning experience -    Lecturing -    Dividing  students into groups -    Assigning students to do the practice in a role play in groups -    Facilitating students to understand the role play given by the lecturer in groups -    Demonstrating the role play -    Giving feedback for the students’ demonstration -    Reviewing and giving home assignment	1.     Formulating useful phrases about making invitations 2.     Formulating useful phrases about accepting invitations 3.     Formulating useful phrases about declining invitations 4.     Demonstrating role play confidently about making, accepting and declining invitations 5.     Responding invitations	1.     Performance 2.     Attitude	1x100 minutes	Zwier, L. J., Hughes, A. Essential Functions for Conversation, Asia-Pasific Press Holdings Ltd.
5	Demonstrating how to make and accept apologies	1.    Form of apologizing 2.    when to apologize 3.    Useful phrases of making and accepting apologize	-    Motivating (checking attendance, telling advantages in learning the topic) -    Telling the objectives and learning experience -    Lecturing -    Dividing  students into groups -    Assigning students to do the practice in a role play in groups -    Facilitating students to understand the role play given by the lecturer in groups -    Demonstrating the role play -    Giving feedback for the students’ demonstration -    Reviewing and giving home assignment	1.     Explaining the form of apologizing 2.     Recognizing when to apologize 3.     Responding politely to an apology 4.     Classifying apology and response in the level of More formal and less formal 5.     Employing phrases to apologize	1.     Performance 2.     Attitude	1x100 minutes	Zwier, L. J., Hughes, A., Essential Functions for Conversation, Asia-Pasific Press Holdings Ltd. Tillit, B., Bruder, M. N., (1993). Speaking Naturally Communication Skills in American English, Cambrige University Press.
6	Demonstrating how to ask for attention	1.    Phrases to start getting someone’s attention 2.    Phrases to respond to get someone’s attention 3.    Other responses to get someone’s attention	-    Motivating (checking attendance, telling advantages in learning the topic) -    Telling the objectives and learning experience -    Lecturing -    Dividing  students into groups -    Assigning students to do the practice in a role play in groups -    Facilitating students to understand the role play given by the lecturer in groups -    Demonstrating the role play -    Giving feedback for the students’ demonstration -    Reviewing and giving home assignment	1.     Explaining the procedure to ask for attention 2.     Employing respond to ask for attention	1.     Performance 2.     Attitude	1x100 minutes	Zwier, L. J., Hughes, A., Essential Functions for Conversation, Asia-Pasific Press Holdings Ltd.
7	Mid Test
8	Employing action in checking understanding what is being said to them	1.    Vocabulary to give information 2.    Useful phrases to give information 1.    Useful Phrases to ask for a questions or make a statement with what I mean or what I am saying 3.    Response to check if someone understand you 4.    Situations for practice related to the topic	-    Motivating (checking attendance, telling advantages in learning the topic) -    Telling the objectives and learning experience -    Lecturing -    Dividing  students into groups -    Assigning students to do the practice in a role play in groups -    Facilitating students to understand the role play given by the lecturer in groups -    Demonstrating the role play -    Giving feedback for the students’ demonstration -    Reviewing and giving home assignment	1.     Employing ability to give information 2.     Employing ability to ask a question or make a statement with what I mean or what I am saying 3.     Recognizing response to show that they understand	1.     Performance 2.     Attitude	1x100 minutes	Zwier, L. J., Hughes, A., Essential Functions for Conversation, Asia-Pasific Press Holdings Ltd. Tillit, B., Bruder, M. N., (1993). Speaking Naturally Communication Skills in American English, Cambrige University Press.
9	Demonstrating short basic descriptions of events	1.    Snapshots 2.    Holidays and festivals 3.    Word power for pair practice 4.    Perspectives special days	-    Motivating (checking attendance, telling advantages in learning the topic) -    Telling the objectives and learning experience -    Lecturing -    Dividing  students into groups or  in pair -    Assigning students to do the practice in a role play in groups or pair -    Facilitating students to understand the role play given by the lecturer in groups or pair -    Demonstrating the role play -    Giving feedback for the students’ demonstration -    Reviewing and giving home assignment	1.     Mentioning events 2.     Subdividing things which can be described and elaborated further 3.     Demonstrating ability in describing events independently and confidently	1.     Performance 2.     Attitude	1x100 minutes	Richard. J. C., Hull. J., Proctor., S. (2005). Interchange Third Edition.New York, Cambridg.
10	Demonstrating arrangement to get together with someone	1.    Use a get together phrase and a general time phrase 2.    Mention a general activity 3.    Ask question with how about (if) or what if 4.    Ask a question with the verb work 5.    Agree by using an adjective meaning good (perhaps after that sounds or that would be) 6.    Confirm by repeating the time and the place (perhaps after an agreement phrase)	-    Motivating (checking attendance, telling advantages in learning the topic) -    Telling the objectives and learning experience -    Lecturing -    Dividing  students into groups or  in pair -    Assigning students to do the practice in a role play in groups or pair -    Facilitating students to understand the role play given by the lecturer in groups or pair -    Demonstrating the role play -    Giving feedback for the students’ demonstration -    Reviewing and giving home assignment	1.     Demonstrating ability to say you would like to spend some time with the person 2.     Demonstrating ability to suggest a time and / or a place 3.     Demonstrating ability to agree or confirm a time and a place	1.     Performance 2.     Attitude	1x100 minutes	Zwier, L. J., Hughes, A., Essential Functions for Conversation, Asia-Pasific Press Holdings Ltd.
11	Demonstrating ability to describe their educational background and their job	1.    People and occupation words and pictures 2.    Situations: identifying people, things	-    Motivating (checking attendance, telling advantages in learning the topic) -    Telling the objectives and learning experience -    Lecturing -    Dividing  students into groups or  in pair -    Assigning students to do the practice in a role play in groups or pair -    Facilitating students to understand the role play given by the lecturer in groups or pair -    Demonstrating the role play -    Giving feedback for the students’ demonstration -    Reviewing and giving home assignment	1.Mentioning professions 2.Explaining the educational background from the professions	1.     Performanc 2.     Attitude	1x100 minutes	http://www.eslgold.net/vocabulary/occupations_lz.html http://www.eslgold.net/vocabulary/occupations_ak.html http://www.eslgold.net/speaking/ss_identifying_people_things.html
12	Demonstrating ability in talking past events	1.    Say where it happened. Notice the verb be, have, take place and happen 2.    Say when it happened 3.    Say who participated. Notice the verb phrases of participation: be there, be open to, show up, be welcome 4.    Mention some followed unusual or interesting part of the events 5.    Describe the sequence of events:  how one thing followed another	-    Motivating (checking attendance, telling advantages in learning the topic) -    Telling the objectives and learning experience -    Lecturing -    Dividing  students into groups or  in pair -    Assigning students to do the practice in a role play in groups or pair -    Facilitating students to understand the role play given by the lecturer in groups or pair -    Demonstrating the role play -    Giving feedback for the students’ demonstration -    Reviewing and giving home assignment	1.    Demonstrating ability to say where it happened 2.    Demonstrating ability to say when it happened 3.    Demonstrating ability to say who participated 4.    Mentioning some followed unusual or interesting part of the events 5.    Describing the sequence of events:  how one thing followed another	1.    Performance 2.    Attitude	1x100 minutes	Zwier, L. J., Hughes, A., Essential Functions for Conversation, Asia-Pasific Press Holdings Ltd.
13	Final Test