Lesson Plan

LESSON PLAN 1 -- PROBLEM BASED LEARNING

School

:

SMK ST. VINCENTIUS NDONA

Subject

:

English

Grade/Semester

:

X / 1

Theme/Topic

:

Let Me Introduce Myself

Time Allocation

:

1 Meeting Hours (3 X 45)

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• CORE COMPETENCIES (KOMPETENSI INTI)

3.Memahami, menerapkan, menganalisis, danmengevaluasi tentang pengetahuan faktual, konseptual, prosedura dasar, dan metakognitif sesuai dengan bidang dan lingkup kajian Bahasa Inggris pada tingkat teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dalam konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga masyarakat nasional, regional, dan internasional.

4.Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedurkerja yang lazim dilakukan serta memecahkan masalah sesuai dengan bidang kajian Bahasa Inggris. Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar kompetensi kerja. Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar kompetensi kerja. Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif,  kreatif, produktif, kritis, mandiri,  kolaboratif, komunikatif, dan solutif dalam ranah abstrak terkait dengan pengembangandari yang dipelajarinya di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung. Menunjukkan keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerakmahir, menjadikan gerakan alami dalam ranah konkret terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.

BASIC COMPETENCIES & INDICATORS

Basic competencies

Indicators

3.1. menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait jati diri dan hubungan keluarga, sesuai dengan konteks penggunaannya. (Perhatikan unsur kebahasaan pronoun: subjective, objective, possessive)

3.1.1 Identifying expressions of describing, asking about, and responding to identity contained in the text by referring to family, profession, and hobbies

3.1.2 Find social functions, text structures, and linguistic elements in self-identity presentation texts related to family relationships, professions, and hobbies.

3.1.3 applying linguistic elements and text structures in self-identity presentation texts related to family, profession, and hobbies

4.1. Menyusun teks interaksi transaksional lisan dan tulis pendek dan sederhana yang melibatkan tindakan memberi dan meminta informasi terkait jati diri, dengan memperhatikan fungsi sosial, struktur teks, dan unsure kebahasaan yang benar dan sesuai konteks penggunaannya.

4.2.1 Compile simple spoken and written texts to describe identity related to family, profession, and hobbies.

4.2.2 Carry out the social function of self-explanatory text relating to family, profession, and hobbies orally and in simple writing.

 

• LEARNING OBJECTIVES

After following this learning process, by using the problem-based learning model and observing texts, materials, and videos with group discussion, students are expected to be able to:

• Find social functions, text structures, and linguistic elements in self-identity presentation texts related to family relationships, professions, and hobbies that are correct and in the context of their use
• Identify expressions that describe, ask about, and respond to identities contained in the text by referring to family, profession, and hobbies that are correct and in accordance with the context of their use.
• Fill in the blanks in the text with information about the identities of family and friends .
• Write simple spoken and written texts to describe self-identity related to family, profession, and hobbies that are correct and in the context of their use

LEARNING MATERIALS 

• Main material:
• The definition and the function 
• Introduction is an expression of introducing oneself or introducing other people (friends, family, colleagues) to the person we are talking to, which is useful for establishing communication when we are dealing with new situations and new people. In the introduction, we can get personal information about names, hobbies, education, occupation, daily activities, occupation, and other activities.

Language features 

• Use of pronouns
• Use of the verb 'to be'
• Use of Simple Present Tense
• Verbs in the simple present tense: be, have/has
• Formal and Informal Greeting
• Words related to family and kinship relationships, work professions, hobbies.
• Interrogative phrases what? Who? Which?
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• Language features
• To write description someone family member or relationship, we usually use simple present tense.
• Simple present tense:
• To be ( am, is, are)
• Pattern            : S + to be (am, is, are) + Object
• Example: I am Alvred
• My mother's name is Rosalita.
• I have 2 sisters. Their names are Ina and Ine.
• Have dan Has 

Have and Has as verbs have the same meaning, namely "to have". This is a brief explanation of the use of "have" and "has" in the Simple Present Tense.

HAVE                                                      HAS
I have..... (Saye punya......)                 She has . . .
you have.... (Kamu punya....)                 He has ....
We have....                                                It has ....
They have.....                                             Tony has....

Remedial Materials

• Introduce self

 

Enrichment Materials

Make the text about your family tree.

EACHING-LEARNING METHODS

Model                    : Problem Based Learning

Method     : Game,discussion, question and answer, assignment.

MEDIA AND TEACHING AIDS

• The media :
• PPT
• Picture of game crosswords
• YouTube videos
• Tools
• Laptop
• LCD projector
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LEARNING RESOURCES

• Buku penunjang Kurikulum 2013 Mata pelajaran Bahasa Inggris kelas X, kemendikbud, Revisi Tahun 2018
• Internet
• Youtube Video https://www.youtube.com/watch?v=IQDPx8FFexI
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• LEARNING SCENARIO AND STUDENTS' LEARNING             EXPERIENCES

1ST Meeting (3 x 45 Minutes)

• PPK

• The teacher facilitates students' collection of information about how to introduce self in internet.
• Teacher shows youTube videos about introduce self
• PPK

• The teacher shows a video to the students.
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  • What is dialogue about?
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    • Students present their work in front of the class.
    • The teacher provides opportunities for other students to respond to the results of discussions from other groups.
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Phase 5.

Analyzing and Evaluating the Problem Solving Process

Creativity

Students write a short, simple text introducing self

Students read the self-introduction text that has been made.

The teacher gives appreciation and reinforcement for the texts made by students.

The teacher gives students the opportunity to ask questions if there is a part of the lesson that they do not understand.

The teacher gives post test

 

Post Activities

15 minutes

The teacher and students reflect learning experience and conclude the material that has been studied.

The teacher gives appreciation to the active group and give motivates to the others.

The teacher delivers lessons for the next meeting

The teacher ends the lesson with prayer.

 

I.          ASSESMENT

- Attitude Assessment             : Observation

• Knowledge Assessment       : Written
• Skills Assessment                 : Written & reading