Teaching Media

Lesson Plan Speaking and Listening

School Name : SDN 3 Celuk
Subject : English
Theme : Farm and Farm Animals
Skill : Speaking and Listening
Class : IV
Semester : II
Time allocated : 2 x 45 minutes


A. Competence
1. Basic competence
Mentioning animals on the farm
Understanding a very simple explanation
Using simple present tense

2. Achievement indicators
Speaking
Students are able to:
- Explain animals on the farm, their food and product to their friend using simple present tense.
Listening
Students are able to:
- Understand what their friend explains to them.
Vocabulary
Students are able to:
- Mention animals on the farm, their food and product
Pronunciation
Students are able to:
- Pronounce words, phrases, and sentences about animals on the farm
Grammar
Students are able to:
- Use simple present tense

B. Learning materials
1. Flash cards
2. Masks



C. Teaching and Learning Activities
1. Techniques
- Presentation
- Cooperative learning: Inside or Outside the Circle

2. Class activities
- Students are introduced some animals, their food and product on the farm using flash card.
- Students are introduced using simple present tense.
- Students are divided into two groups
- One group forms a circle facing outward
- The other group find one person in the circle to stand opposite so there are two circles of people facing each other.
- Each student is given a mask of animal on the farm
- Each student in inner and outer circle introduces themselves each other as animal mask that they use (name, food and product).
- Students in outer circle move to introduce themselves to other students in inner circle.
- Students are asked to do assessment.

D. Assessment
1. Students are asked to guess what their friends explain to them.

E. Reference
Himawan, S.Pd. Start with English, Jakarta: Erlangga, 1997



Gianyar, January 22nd 2010
Teacher

Ida Ayu Putu Oka Sulaksmyati, S.Pd)
NIP. 08.8.03.51.31.2.5.2810

Students’ worksheet


School Name : SDN 3 Celuk
Subject : English
Theme : Farm and Farm Animals
Skill : Speaking and Listening
Class : IV
Semester : II
Time allocated : 2 x 45 minutes

A. Listen carefully guess what your friends explain to you!

Direction:
1. Students are invited to come in front of the class.
2. They are told to take their friend’s name and an animal name which has been written in a piece of paper and put in a box.
3. Then they give clue of animal name which they take from the box to their friend who the name they take from the box to guess what it is.
4. Students who are told to guess the name of animal are given 3 chances to guess.
5. Then students who have chance to guess animal name before have chance to take their friend’s name and an animal name and give clue to him/her to guess what it is.
6. The last student only takes the animal name and she/he gives the clue to the first student.

Example of the clue:
a. Who am I?
I have four legs
Love grass
And everybody needs my milk and meat
b. Who am I?
I have two legs
I like grass
And everybody needs my fur
c. Etc



Rubric of Students’ worksheet

Students’ Name Listening Speaking Total
Correct answer
(Score 30) Fluency
(Score max 40) Vocabulary
(Score max 20) Grammatical
(Score max 10)
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Etc

Teacher’s Note

In the beginning of teaching-learning activity, students are given a song which is related with the material which will be learnt during the class activity. In this condition, students are given a song which title Old Macdonald.

Song lyric:
Old Macdonald

Well, old Macdonald had a farm, ee-i-ee-i-o
And on his farm he had a cow, ee-i-ee-i-o
With a moo-moo here, and a moo-moo there
Here a moo, there a moo, everywhere a moo-moo
Old Macdonald had a farm, ee-i-ee-i-o

Old Macdonald had a farm, ee-i-ee-i-o
And on his farm he had a goat, ee-i-ee-i-o
With a baa-baa here and a baa-baa there
Here a baa, there a baa, everywhere a baa-baa
Old Macdonald had a farm, ee-i-ee-i-o

Well, old Macdonald had a farm, ee-i-ee-i-o
And on his farm he had a chicken, ee-i-ee-i-o
With a cluck-cluck here, and a cluck-cluck there
Here a cluck, there a cluck, everywhere a cluck-cluck
Old Macdonald had a farm, ee-i-ee-i-o

Old Macdonald had a farm, ee-i-ee-i-o
And on his farm he had a pig, ee-i-ee-i-o
With an oink-oink here, and an oink-oink there
Here a oink, there a oink everywhere an oink-oink
Old Macdonald had a farm, ee-i-ee-i-o

THE ANALYSIS OF TEXTBOOK “LINK TO THE WORLD” FOR 10th GRADE OF SENIOR HIGH SCHOOL

Textbook is one of learning material that can be used to support teaching learning activities. It is as guidance when conducting lesson, affect students attitudes and performance to the lesson throughout the course, important source to communicate in Target Language, and provide the necessary input into classroom lessons through different activities, readings and explanations. There are so many advantages in using textbook as one of learning material, such as: They provide structure and a syllabus for a program, they provide a variety of learning resources, they are efficient, they can provide effective language models and input, and they can train teachers. Beside it, there also the limitation of the use of textbook, as follows: They may contain inauthentic language, they may not reflect students’ need, they can deskill teachers, and they are expensive.

Link to the world for 10^th grade of senior high school is one of English textbook that is use in the teaching learning activities. According to the layout and design it is an effective textbook. It includes a detailed overview of the functions, and structures that will be taught in each unit. It can be seen clearly in the contents map where topic of the lesson, genre of the text that will be used, skill that will be enriched, and grammar that is used in the chapter are take place. It really help the students to know what things that will be studied by them each chapter. The layout and design is appropriate and clear. Each chapter is divided into two cycles, oral and written cycle and each chapter is designed well. In the second page of each chapter, there placed mind map to open students’ mind of what is going to be studied in the chapter; in addition, each cycle whether oral and written cycle has been arranged clearly. In oral cycle, the first skill that is developed is listening skill as receptive skill and then speaking skill as productive skill. In written cycle, the first skill that is developed is reading skill as receptive skill and then writing skill as productive skill. As the textbook is organized effectively, students will also study effectively. Unfortunately, in this textbook an adequate vocabulary list or glossary isn’t included so the students maybe find difficulties in finding difficult words that they find during studying with this textbook. Adequate evaluation quizzes or testing suggestions, review sections and exercises are also included in this textbook. It is very useful in order to review students’ knowledge after studying using this textbook by integrating skill that they have learned before and there also exercise to measure their knowledge of grammar that has been studied before. The teacher's book which contains guidance about how the textbook can be used to the utmost advantage is not exist. In addition, the materials objectives are apparent to both the teacher and student but mostly for the students.

According to the activities Link to the world for 10^th grade of senior high school is an effective textbook. The textbook provides a balance of activities. Activities in oral cycle which is divided into listening and speaking activities and activities in written cycle which is divided into reading and writing are balance constructed so there is no domination of one skill. The activities in this textbook are encourage sufficient communicative and meaningful practice because activities inside this book are near with students’ daily life so they can feel that they involve in the activities directly. In this textbook the activities incorporate individual pair and group work. Those activities can measure students’ ability in individual pair or group. The activities promote creative original and independent responses enough. Although most of the activities are ask students to perform a dialog or read aloud the passage that has been prepared by the author but in the unit review students’ creative original and independent responses are promoted by answering questions based on the instruction given whether in individual pair or group work. The textbook's activities can be modified or supplemented easily in order to make the learning activities more interesting and near with the students’ daily activities but should be related with the material which is taught.