New Lesson Plan XI Sem 1, 13-14

LESSON PLAN 1
School Name
Subject
Class / Program
Semester
Year
Time Allocated
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XI / Science
1
2013 / 2014
4 x 45
I. STANDARD OF COMPETENCE :
Listening
To understand transactional and interpersonal communication in the context of daily life.
II. BASIC COMPETENCY :
To respond to transactional and interpersonal communication, both formally and informally using simple,
accurate, fluent, and acceptable oral language in the context of daily life and involving the functions of :
giving and asking for opinion, expressing satisfaction and dissatisfaction.
III. INDICATORS:
-
- To identify the meaning of the words in the text.

To identify the relationship between the speakers.
To identify the functions of giving opinion.
To respond to the functions of giving opinion.
To identify the function of expressing satisfaction.
To identify the function of expressing dissatisfaction.
To respond to the meaning of the function of dissatisfaction.
To identify the contexts of a certain situation.
IV. GOAL OF TEACHING/LEARNING ACTIVITIES

Students are able to:
- To identify the meaning of the words in the text.
To identify the relationship between the speakers.
To identify the functions of giving opinion.
To respond to the functions of giving opinion.
To identify the function of expressing satisfaction.
To identify the function of expressing dissatisfaction.
To respond to the meaning of the function of dissatisfaction.
To identify the contexts of a certain situation.
V.
To identify the context of a certain situation in the expressions

they have learned
cooperatively.
To identify the context of a certain situation in the expressions

they have learned
cooperatively.
MATERIALS :
- Giving opinion
Example:
A: I think this is great
B: I think so
- Asking for opinion
Example:
A : What do you think about it?
B: I think its a good idea
- Expressing satisfaction:
Example:
A: I cant think of anything better
B: Thank you for your compliment, Sir
- Expressing dissatisfaction
Example:
A: Im not happy about it.
B: Please give me a second chance, sir
VI.
TEACHING METHOD
Demonstration
Practice
Assignment
VII. TEACHING / LEARNING ACTIVITIES :

Less
on
Teaching Activities
1.
Introduction
Teacher Greets the students religiously.
Teacher checks the students attendance and
communicates creatively. (discipline)
Teacher asks the students about the previous materials
which relate to the materials they will learn.
The teacher gives motivation to the students in learning
the topic he/she will give.
Teacher tells the students about the goal of
teaching/learning activities and basic competency they
will attain.
Teacher grows the students sense of wonder by asking
some questions related with the goal of the learning
topic. (curious)
Main Activities
Exploration:
- The teacher gives the explanation about
the expressions of asking for opinion and
giving opinion.
- In groups, the students do
library study for identifying
many kinds of expression of
asking for opinion and giving
opinion. (hardworking)
- The teacher asks the
students to give examples
of expression used in that
situation. (Creative)
Core
Value
Time
(minute
s)
Religious
Disciplin
10
e
Curious
Hardworking
Creative
Independent
Communicative
70
Elaboration :
- The
students
listen
to
the
interpersonal/transactional conversation by
using
CD/cassette
classically
and
cooperatively.
- The students discuss the expressions used in
the conversation heard in pairs. (independent)
- The students discuss the responses given in
the expression heard.
- The teacher asks the students to make
conversation in pairs. (communicative)
- The students demonstrate their performance
in front of the class. The other students
listen to the information.
Confirmation :
The teacher ask the students to review the
expressions they have learned.
The teacher ends the lesson by asking the

students to make conclusion.

Closing:
- The teacher ask the students to make a brief resume
about the expressions they have learned.
- Post Test: Complete the blanks
based on what the students hear in
10
2.
the recording about the

expressions of asking for
opinion and giving opinion.
Teacher tells
the students about the goal of
will attain for the next meeting.
Introduction
The teacher gives motivation to the students in learning
the topic he/she will give.
will attain.
topic. (curious)
Main Activities
Exploration:
the expressions of
satisfaction, and distisfaction.
many kinds of expression of
satisfaction, and distisfaction and
their responses.
(hardworking)
- The teacher asks the students to give
examples of expression used in that
Elaboration :
The students listen to the
using CD/cassette classically and
cooperatively.
- The students discuss the expressions used
in the conversation heard in pairs.
(independent)
conversation in pairs. (communicative)
- The students demonstrate their
performance in front of the class. The other
students listen to the information.
Confirmation :
- The teacher ask the students to review the
- The teacher ends the lesson by asking the
Religious
Disciplin
10
e
Curious
Hardworking
Creative
Independent
Communicative
70
Closing:
- Post Test: Complete the blanks based on what the
students hear in the recording about the expressions of
expressions of satisfaction, and distisfaction.
- Teacher tells the students about the goal of
will attain for the next meeting.
VIII. EVALUATION
10
The frame work of evaluation

School Name
Science
Subject
:
No
.
1.
SMA N 7 PURWOREJO
English
Basic
Competenc
y
Cla
ss/s
em
To respond to
transactional
and
interpersonal
communication,
both formally
and informally
using simple,
accurate, fluent,
and acceptable
oral language in
the context of
daily life and
involving the
functions of :
giving and
asking for
opinion,
expressing
satisfaction and
dissatisfaction.
XI/1
Class /Program :
Semester
Materials
- Giving opinion
Example:
A: I think this is
Great
B: I think so
Indicator
- Asking for
opinion
Example:
A : What do you
think about it?
B: I think its a good
idea
- Expressing
satisfaction:
Example:
A: I cant think of
anything better
B: Thank you for
your
compliment, Sir
- Expressing
dissatisfaction
Example:
A: Im not happy
about it.
B: Please give me a
second chance, sir
The students
should be able
to :
To identify the
meaning of the
words in the text.
To identify the
relationship between
the speakers.
To identify the
functions of giving
opinion.
To respond to the
functions of giving
opinion.
To identify the
function of
expressing
satisfaction.
To identify the
function of
expressing
dissatisfaction.
To respond to the
meaning of the
function of
dissatisfaction.
To identify the
contexts of a certain
situation.
To identify the
XI /
Type
of test
Numb
er of
test
Writt
en
test
A&B
context of a
certain
situation in
the
expressions
they have
learned
cooperatively
.
Evaluation
A. Listening section
In this section of the test, you will hear some dialogues or questions spoken in English. There are three
parts to this section, with special directions for each part.
Part I
Questions 1 to 10
Directions: In this part of the test, you will hear some dialogues or questions spoken in English. The
dialogues or questions will be spoken two times. They will not be printed in your test book, so you
must listen carefully to understand what the speakers say.
After you hear a dialogue and the question about it, read the five possible answers and decide which
one would be the best answer to the question you have heard.
Now listen to a sample question:
You will hear:
Man
: Well, Im very glad to have you with me. By the way, my names James
Bond. How do you do?
Woman
: How do you do? Im Barbara
You will also hear :

Narrator : What do we learn from the dialogue?
You will read in your test book:
Sample answer :
A.
B.
C.
D.
E.
The man has never met Barbara before.

The man never knows James Bond.
Barbara has met the man before.
Barbara met James Bond yesterday.
Barbara meets James Bond every day.
The best answer to the question is The man has never met Barbara before.
Therefore, you should choose answer (A)
1.
a. asking for information.

b. asking for opinion.
c. asking for agreement.
d. asking for help.
e. asking for sympathy.
2.
a. We must not use mobile phone at school.

b. We need not use mobile phone at school.
c. We cannot use mobile phone at school.
d. We should use mobile phone at school.
e. We may use mobile phone at school.
3.
a. Its very clear.

b. Its very hot.
c. Its very cloudy.
d. It is very white.
e. It is very beautiful.
4.
a. It is not good for our health.

b. It is good for our health.
c. It is suggested to take a bath as soon as possible.
d. It should not be forbidden.
e. We may do it.
5.
a. She agrees with the opinion.

b. She disagrees with the opinion.
c. She thinks it is good.
d. She has no idea about it.
e. She thinks it is needed.
6.
b.
a. She thinks it is good.

She thinks it is impossible.
c.
She thinks it is unwise.

d.
She has no opinion about it.
e. She thinks it needed.
7.
a. To ask apologize.
b. To mop the floor.
c. To study hard.
d. To come to her house.
e. To have breakfast first.
8.
a. See full races.

b. See football match.
c. See beauty contest.
d. Join bull races.
e. Sell their bulls in Madura.
9.
a. To enter the class during the lesson.

b. To enter the class during the lesson without permission.
c. To interrupt the teachers explanation.
d. To come home if you come late.
e. Not to enter the class during the lesson.
10.
a. Go to the Parangtritis beach

b. Stay at home.
c. Help her parents.
d. Go to the Watuulo beach.
e. Cook some food.
11.
12.
13.
14.
15.
16.
17.
18.
19.
Part II
Questions 11 to 20
Directions: In this part of the test, you will hear several questions or statements spoken in English. The
questions and responses will be spoken two times. They will not be printed in your test book, so you
must listen carefully to understand what the speakers say. You have to choose the best response to each
question or statement.
You will hear:
Woman
Man
: Well, Im very glad to have you with me. By the way, my names Lucy
How do you do?
:....
You will also hear:

A. How do you do? Im Iwan.
B. I am fine, thank you.
C. Let me introduce myself.
D. How do you know me?
The best answer to the question How do you do? is choice (A), How do you do? Im Iwan.
Mark your answer on your answer sheet!
20.

B.
o
o
o
Listen carefully to the spoken dialogue. Based on the dialogue you have listened to,
answer these questions!
Was paul satisfied with what the company had done? Why?
According to Paul what should the company have done?
Identify the expression of satisfaction/dissatisfaction!
Scoring Rule
School Name
Subject
Type of Test
:
: SMA N 7 PURWOREJO
: English
Written test
No
.
A. B.
Year
Class /semester : XI / 1
: 2013/2014
Scor
e
Criteria
The students are asked to choose the best
answer based on what they hear in the
recording about the dialogue expressing giving
opinion, satisfaction, and distisfaction.
- The students are asked to answer the
questions based on the
reading text the have heard.
Marks = (score gotten: 3) X 10
IX. SOURCE / MATERIAL / TEACHING AID

- Cassettes
- CD
- English Alive 2 for Senior High School grade XI Yudhistira
- Linked to The World 2 Yudhistira
- English Zone 2 for Senior High School Students Year XI - Erlangga
- English Student Worksheet
Approved by the headmaster,
Purworejo, July 13, 2013

Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010
Dra. Rahmi Bekti Utami

NIP 19620529 198903 2 003
20
10
LESSON PLAN 2
School Name
Subject
Class / Program
Semester
Year
Time Allocated
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XI / Sience
1
2013 / 2014
4 x 45
Speaking
To express transactional and interpersonal communication in the context of daily life.

To express simple, transactional and interpersonal communication both formally and informally in accurate,
fluent, and acceptable way, in the context of daily life involving the functions of : giving and asking for
opinion, expressing satisfaction and dissatisfaction.
III. INDICATORS :
To use the functions of giving opinion
To respond to the functions of giving opinion
To use the functions of asking for opinion
To respond to the functions of asking for opinion
To use the functions of expressing satisfaction
To respond to the functions of expressing satisfaction
To use the functions of expressing dissatisfaction
To respond to the functions of expressing dissatisfaction
IV.
V.
GOAL OF TEACHING/LEARNING ACTIVITIES :

use the functions of giving opinion
respond to the functions of giving opinion
use the functions of asking for opinion
respond to the functions of asking for opinion
use the functions of expressing satisfaction
respond to the functions of expressing satisfaction
use the functions of expressing dissatisfaction
respond to the functions of expressing dissatisfaction
MATERIALS :
- Giving opinion
Example:
A: I think this is great
B: I think so
- Asking for opinion
Example:
A : What do you think about it?
B: I think its a good idea
- Expressing satisfaction:
Example:
A: I cant think of anything better
B: Thank you for your compliment, Sir
- Expressing dissatisfaction
Example:
A: Im not happy about it.
B: Please give me a second chance, sir
VI.
TEACHING METHOD
Demonstration
Practice
Assignment
VII.
TEACHING / LEARNING ACTIVITIES :

Less
on
Teaching Activities
1.
Introduction
Teacher gives motivation to the students in learning the
topic he/she will give.
will attain.
topic. (curious)
Main Activities
Exploration:
- The teacher gives the explanation about the
expressions of giving opinion.
expressions of asking for opinion.
- In groups, the students do library study for
identifying many kinds of expression of giving
opinion and their responses. (hardworking)
identifying many kinds of expression of
asking for opinion and their responses.
Elaboration :
- The students listen to the
using CD/cassette classically.
(Independent)
Core
Value
Time
(minute
s)
Religious
Disciplin
10
e
Curious
Hardworking
Creative
Independent
Communicative
70

conversation in pairs. (Communicative)
- The students act out the dialog related to
the expressions of giving opinion and asking
for opinion in front of the class. The other
Confirmation :
expressions they have learned by
summarizing the expression of giving opinion
and asking for opinion from the video.
- The teacher ends the lesson by asking the
10
Closing:
- Post Test: create your own dialogue using the
expressions of giving opinion and asking for
opinion after that practice them in front of the
class!
- Teacher tells the students about the program and the
goal of the learning topic he/she will teach in the next
meeting.
2.
Introduction
will attain.
topic. (curious)
Main Activities
Exploration:
the expressions of satisfaction.
the expressions of dissatisfaction.
many kinds of expression
ofsatisfaction and their
responses. (Hard working)
ofdissatisfaction and their
responses.
of expressions used in that
Religious
Disciplin
e
Curious
Hardworking
Creative
Independent
Communicative
10
70
Elaboration :
- The
students
listen
to
the
using CD/cassette classically
(Independent)
- The students discuss the responses given
in the expression heard.
The teacher asks the students to make

conversation in pairs.
The students act out the dialog related to

the
expression
of
satisfaction
and
dissatisfaction in front of the class. The
other students listen to the information.
(Communicative)
Confirmation :
The teacher ask

the students to
review
the
expressions
by
summarizing the
expression
of
satisfaction and
dissatisfaction
from the video
they
have
learned.
10

Closing:
expression of satisfaction and dissatisfaction
after that practice them in front of the class!
meeting.
VIII.
EVALUATION

School Name
Science
Subject
:
N
o.
Basic
Competency
SMA N 7 PURWOREJO
English
Cla
ss/s
em
Class /Program :
Semester
Materials
Indicator
XI /
1
Type of
test
Numb
er of
test
1.
To express simple, XI/1

transactional
and
interpersonal
communication both
formally
and
informally
in
accurate, fluent, and
acceptable way, in
the context of daily
life involving the
functions of : giving
and
asking
for
opinion, expressing
satisfaction
and
dissatisfaction.
- Giving opinion
Example:
A: I think this is
great
B: I think so
- Asking for
opinion
Example:
A : What do you
think about it?
B: I think its a
good idea
- Expressing
satisfaction:
Example:
A: I cant think of
anything
better
B: Thank you for
your compliment,
Sir
- Expressing
dissatisfaction
Example:
A: Im not happy
about it.
B: Please give me
a second
chance, sir
The students
should be able to
:
use the
functions of giving
opinion
respond to
the functions of
giving opinion
use the
functions of asking
for opinion
respond to
the functions of
asking for opinion
use the
functions of
expressing
satisfaction
respond to
the functions of
expressing
satisfaction
use the
functions of
expressing
dissatisfaction
respond to
the functions of
expressing
dissatisfaction
performan
ce
Evaluation
A. Complete the dialogues with the expressions of asking for someones opinion and
giving an opinion after that practice them in front of the class!
1. Ardhi
Headmaster
2. Dani
Headmaster
3. Siska
: What is your reaction to the illegal leaflets which have passed

around this school?
: ....
: Do you have any opinion on the use of a mobile phone at

school?
: ....
Zaskia
: What do you think about our schools plan to add more classes
next year?
: ....
4.
Boby
Randy
: What is your opinion about the picture?

: ...
5.
Rina
Sari
: ....
: ....
6. Intan
Edo
: ....
: ....
7. Shasha
Shifa
: ....
: ....
8. Reina
: ....
A, B,
C
Tifa
: ....
9. Reza
Rifa
: ...
: ...
10. Okta
Reti
: ...
: ...
B. Study the following dialogue, then act out with your partner!
Johan : Did you come to the farewell party of your school last night?
Jenny : Yes, I did.
Johan : How about the band, did you enjoy it very much?
Jenny : I enjoyed it and I was satisfied with the party very much. It was wonderful.
Johan : What about your brother, the drummer of the band?
Jenny : Well, its a nice performance. I was proud of him.
Johan : Did you like the meal prepared?
Jenny : I like it, and you?
Johan : So did I, but I couldnt get any satisfaction about the seat. I couldnt sit.
C.
Create your own dialogue using the expressions of satisfaction or dissatisfaction

Scoring Rule
School Name
Subject
Type of Test
:
No
.
A.
B.
C.
: SMA N 7 PURWOREJO
: English
performance
Year
: 2013/2014
Criteria
Scor
e
The students are asked to complete the dialogues with the

expressions of asking for someones opinion and giving an
opinion and then practice them in front of the class.
20
The students are asked to study the following dialogue,
then act out with their partner!
10
The students are asked to create their own dialogue using the
expressions of satisfaction or dissatisfaction
10
Marks = score gotten X 2,5
IX.
SOURCE / MATERIAL / TEACHING AID

-
Cassettes
CD
English Alive 2 for Senior High School grade XI Yudhistira
English Zone 2 for Senior High School Students Year XI - Erlangga
English Student Worksheet
Purworejo, July , 2013

Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010

NIP 19620529 198903 2 003
LESSON PLAN 3
School Name :
Subject
:
Class / Program
Semester
Year
:
Time Allocated:
I.
SMA N 7 PURWOREJO
English
:
XI / Science
:
1
2013 / 2014
4 x 45
STANDARD OF COMPETENCE :
Listening
To understand transactional and interpersonal communication in the context of daily life.
II.
BASIC COMPETENCY :
To respond to transactional and interpersonal communication, both formal and informal using
simple, accurate, fluent, and acceptable oral language in the context of daily life and involving the
functions of: giving advice, giving warning, granting wish, and expressing relief, pain and
pleasure.
III.
-
INDICATORS
To identify the meaning of function of giving advice
To respond to the function of giving advice
To identify the meaning of the function of giving warning
To respond to the function of giving warning
To identify the meaning of the function of granting wish
To respond to the function of granting wish
To identify the function of expressing relief, pain and pleasure
- To respond to the meaning of the function of expressing relief, pain and pleasure
IV. GOAL OF TEACHING/LEARNING ACTIVITIES :

identify the meaning of function of giving advice
respond to the function of giving advice
identify the meaning of the function of giving warning
respond to the function of giving warning
identify the meaning of the function of granting wish
respond to the function of granting wish
identify the function of expressing relief, pain and pleasure
- respond to the meaning of the function of expressing relief, pain and pleasure.
V.
MATERIALS :
- Giving advice
Example:
A: Youd better do it now
B: I will
-
Giving warning
Example:
A: Dont forget to bring the food with you
B.: I won
-
Granting wish
Example:
A: You may go
B: You are the best, dad
- Expressing :
Relief
Example:
A: I feel so relieved
B: I can see that
Pain
Example:
A: Ouch! It hurts so much
B: Oh, you poor thing
Pleasure
Example:
A: Im so pleased
B: Im glad you like it
VI. TEACHING METHOD :

Demonstration
Practice
Assignment
Less
on
Teaching Activities
1.
Introduction
will attain.
topic. (curious)
Core
Value
Religious
Discipline
Curious
Hard-
Time
(minute
s)
10
working
Creative
Independent
Communicative
Main Activities
Exploration:
The teacher gives the

explanation about the
expressions of giving advice,
70
giving warning, and granting

wish.
-
In groups, the students do

of giving advice, giving
warning, granting wish. and
their responses. (Hard
working)
The teacher asks the
Elaboration :
- The
students
listen
to
the
interpersonal/transactional
conversation
by using CD/cassette classically
in the conversation heard in pairs. .
(Independent)
- The students discuss the responses given

The
students
demonstrate
their
performance in front of the class. The
(Communicative)
10
Confirmation :


Closing:
Post Test: Complete the blanks

based on what you hear in the
recording and then underline the
expression of giving advice,
giving warning, and granting

wish..
-
Teacher tells the students about the program and the

meeting.
Structured assessment:
2.
Listen
to
English
broadcasting
news/stories/songs in the radio and try
to find the new words (for building your
vocabularies), to understand the
contents of them and the expressions
you have already learned.
Introduction
-

will attain.
topic. (curious)
Main Activities
Exploration:

expressions of relief, pain
Religio
us
Discipli
ne
Curious
Hardworki
ng
Creativ
e
Indepe
ndent
Comm
unicati
ve
10
and pleasure.
-

of relief, pain and pleasure
and their responses. (Hard
working)
The teacher asks the students to give
Elaboration :
The
students
listen
to
the
interpersonal/transactional
conversation
by using CD/cassette classically
The students discuss the expressions used
in the conversation heard in pairs. .
(Independent)
The students discuss the responses given

The
students
demonstrate
their
(Communicative)
70
10
Confirmation :


Closing:
- Post Test: Complete the blanks based on what you
hear in the recording and then underline expressions
of relief, pain and pleasure and their
responses .
meeting.
VIII. EVALUATION
School Name
Science
Subject
:

SMA N 7 PURWOREJO
Class /Program :
English
Cla
ss/s
em
Semester
N
o.
Basic
Competency
1.
To respond to XI/1 - Giving advice

Example:
transactional and
A: Youd better
interpersonal
do it now
communication,
B:
I
will
both formal and
- Giving warning
informal using
Example:
simple, accurate,
A: Dont forget
fluent,
and
to bring the
acceptable oral
food with you
language in the
B.:
I wont
context of daily
- Granting wish
life
and
Example:
involving
the
A: You may go
functions
of:
B:
You are the
giving
advice,
best, dad
giving warning,
- Relief
granting
wish,
Example:
and expressing
A: I feel so
relief, pain and
relieved
pleasure.
B: I can see that
- Pain
Materials
Example:
A: Ouch! It
hurts so
much
B: Oh, you poor
thing
Pleasure
Example:
A: Im so
pleased
B: Im glad you
like it
Indicator
The students
should be able to
:
identify the
meaning of
function of giving
advice
respond to
the function of
giving advice
identify the
meaning of the
function of giving
warning
respond to
the function of
giving warning
identify the
meaning of the
function of
granting wish
respond to
the function of
granting wish
identify the
function of
expressing relief,
pain and pleasure
- respond to the
meaning of the
function of
expressing relief,
pain and pleasure.
1
Type of
test
Numb
er of
test
Writte
n test
A&B
XI /
Evaluation
A. Listening section
In this section of the test, you will hear some dialogues or questions spoken in English. There are three
parts to this section, with special directions for each part.
Part I
Questions 1 to 10
Directions: In this part of the test, you will hear some dialogues or questions spoken in English. The
dialogues or questions will be spoken two times. They will not be printed in your test book, so you
must listen carefully to understand what the speakers say.
After you hear a dialogue and the question about it, read the five possible answers and decide which
one would be the best answer to the question you have heard.
You will hear:
Man
: Well, Im very glad to have you with me. By the way, my names James
Bond. How do you do?
Woman
: How do you do? Im Barbara
You will also hear :
Narrator : What do we learn from the dialogue?
You will read in your test book:
Sample answer :
The man has never met Barbara before.
The man never knows James Bond.
Barbara has met the man before.
Barbara met James Bond yesterday.
Barbara meets James Bond every day.
A.
B.
C.
D.
E.
The best answer to the question is The man has never met Barbara before.
1.
a. Command.
b. Information
c. Memo.
d. Warning.
e. Suggestion.
2.
a. Take an English course

b. Teach an English course.
c. Make an English course.
d. Take an English lesson.
e. Take an English test.
3.
a. Pain.
b. Pleasure.
c. Relief.
d. Satisfaction.
e. Dissatisfaction.
4.
a. Pain.
b. Dissatisfaction.
c. Agreement.
d. Disagreement.
e. Pleasure.
5.
a.
Satisfaction.
b. Agreement.
c. Pleasure.
d. Pain.
e. Relief.
6.
a.
Helped the woman.

b. Worked hard.
c. Studied together.
d. Looked after the woman.
e. Gave something to the woman.
7.
a. He is fine.
b. He is glad.
c. He is ill.
d. He is sad.
e. He is upset
8.
a. Ask suggestion.
b. Give advice.
c. Give consideration.
d. Give conclusion.
e. Ask for a bicycle.
9.
a. A student of senior high school.

b. A student of junior high school.
c. A student of unversity.
d. A teacher of university.
e. A teacher of senior high school.
10.
a. Satisfaction.
b. Dissatisfaction.
c. Agreement.
d. Disagreement.
e. Possibility.
Part II
Questions 11 to 20
Directions: In this part of the test, you will hear several questions or statements spoken in English. The
questions and responses will be spoken two times. They will not be printed in your test book, so you
must listen carefully to understand what the speakers say. You have to choose the best response to each
question or statement.
You will hear:
Woman
Man
: Well, Im very glad to have you with me. By the way, my names Lucy
How do you do?
:....
You will also hear:

A. How do you do? Im Iwan.
B. I am fine, thank you.
C. Let me introduce myself.
D. How do you know me?
The best answer to the question How do you do? is choice (A), How do you do? Im Iwan.
11.
12.
13.

14.
15.
16.
17.
18.
19.
20.

B. Listen carefully to the spoken dialogue. Based on the dialogue you have listened to complete
the dialogue!
Vita
Zaskia
Vita
Zaskia
Vita
Zaskia
Vita
Zaskia
: Hi, Zaskia! I heard you were in England ..(1).. .

Did you enjoy your stay?
: I did. ..(2).. thank you.
: .. (3).., where did you stay there?
: I stayed in my friends apartment. You know Vit,..(4).. .
(5)
: Was it diferent from here?
: Not really, but it was great! You know, things seemed ..(6).. .
People there seemed .. (7).. things better than we do here. For example,
they have poor people, but I didnt see them ..(8) .. .
: You are right. I think .. (9).. : how to manage poor people, pollution, and
so on.
: .. (10) ..
Scoring Rule
School Name
Subject
Type of Test
:
: SMA N 7 PURWOREJO
: English
Written test
No
.
A.
Year
: 2013/2014
Scor
e
Criteria
The students are asked to c answer based on
what they hear in the recording about the
dialogue expressing giving advice, giving warning,
20
granting wish, and expressing relief, pain and pleasure.

B.
The students are asked to complete the blanks

based on what they hear in the recording about
the dialogue expressing giving advice, giving warning,
10
granting wish, and expressing relief, pain and pleasure.
Marks = (score gotten : 3) X 10

IX.

-
Cassettes
CD
Purworejo, July 13 , 2013

Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010

NIP 19620529 198903 2 003
LESSON PLAN 4
School Name :
Subject
:
Class / Program
Semester
Year
:
Time Allocated:
I.
SMA N 7 PURWOREJO
English
:
XI / Science
:
1
2013 / 2014
4 x 45
Speaking
To express transactional and interpersonal communication in the context of daily

II.
life.
BASIC COMPETENCY :
To express meanings in simple transactional and interpersonal communication both formally and
informally in accurate, fluent, and acceptable way, in the context of daily life involving the
functions of giving advice, giving warning, granting wish, and expressing relief, pain and
pleasure.
III.
-
IV.
-
V.
-
INDICATORS
To use the function of giving advice
To respond to the function of giving advice
To use the function of giving warning
To respond to the function of giving warning
To use the function of granting wish
To respond to the function of granting wish
To use the function of expressing relief, pain and pleasure
- To respond to the function of expressing relief, pain and pleasure
use the function of giving advice
respond to the function of giving advice
use the function of giving warning
respond to the function of giving warning
use the function of granting wish
respond to the function of granting wish
use the function of expressing relief, pain and pleasure
- respond to the function of expressing relief, pain and pleasure
MATERIALS :
Giving advice
Example:
A: Youd better do it now
B: I will
-
Giving warning
Example:
A: Dont forget to bring the food with you
B.: I won
-
Granting wish
Example:
A: You may go
B: You are the best, dad
- Expressing :
Relief
Example:
A: I feel so relieved
B: I can see that
Pain
Example:
A: Ouch! It hurts so much
B: Oh, you poor thing
Pleasure
Example:
A: Im so pleased
B: Im glad you like it
VI.
TEACHING METHOD
Demonstration
Practice
Assignment
VII.

Less
on
Teaching Activities
1.
Introduction
will attain.
topic. (curious)
Core
Value
Disciplin
e
Curious
Hardworking
Creative
Independent
Communicative
Time
(minute
s)
10
Main Activities
Exploration:
expressions of giving advice, giving warning,
granting wish.
-
In groups, the students do library study for

identifying many kinds of expressions of
giving advice, giving warning, granting wish.

(HardWorking)

Elaboration :
The
students
listen
to
the
(Independent)
70
The students discuss the responses given in


The students act out the dialog related to

the expressions of giving advice, giving
warning,
granting wish in front of the class. The other

(Communicative)
Confirmation :
The teacher ask

the students to
review the
expressions they
have learned by
summarizing the
expression of
10
giving advice,
giving warning,
granting wish from
the video.

Closing:
The teacher ask the students to make a brief resume
expressions of giving advice, giving warning,
granting wish
meeting.
2.
Introduction
will attain.
topic. (curious)
Main Activities
Exploration:
expressions of relief, pain and pleasure.
identifying many kinds of expression of relief,
pain and pleasure and their responses.
(Hardworking)
Disciplin
e
Curious
Hardworking
Creative
Independent
Communicative
10
70
Elaboration :
- The
students
listen
to
the
using CD/cassette classically
(Independent)

- The students act out the dialog related to

the expression of relief, pain and pleasure in
front of the class. The other students listen
to the information. (Communicative)
Confirmation :
The teacher
the students
review
expressions
summarizing
expression
ask
to
the
by
the
of
relief, pain and

pleasure from the
10
video they have

learned.

Closing:
expressions of relief, pain and pleasure
meeting.
VIII.
Making a dialog by using the expression of giving

advice, giving warning, granting wish, and expressing
relief, pain and pleasure based on the situation given by
the teacher and then present it in front of the class.
EVALUATION

School Name
Science
Subject
:
N
o.
Basic
Competency
SMA N 7 PURWOREJO
English
Cla
ss/s
em
Semester
Materials
Indicator
Class /Program :
:
XI /
1
Type
test
of
Numb
er of
test
A.
1.
XI/1 - Giving advice
To express meanings
Example:
in simple transactional
A: Youd better
and interpersonal
do it now
communication both
B: I will
formally and
- Giving
informally in accurate,
warning
fluent, and acceptable
Example:
way, in the context of
A:
Dont forget
daily life involving the
to
bring
the
functions of giving
food with you
advice, giving
B.: I won
warning, granting
Granting wish
wish, and expressing
Example:
relief, pain and
A:
You may go
pleasure.
B: You are the

best, dad
Relief
Example:
A: I feel so
relieved
B: I can see that
Pain
Example:
A: Ouch! It hurts
so much
B: Oh, you
poor thing
Pleasure
Example:
A: Im so
pleased
B: Im glad you
like it
The students
should be able
to :
use the function of
giving advice
respond to the
function of giving
advice
use the function
of giving warning
respond to the
function of giving
warning
use the function
of granting wish
respond to the
function of
granting wish
use the function
of expressing
relief, pain and
pleasure
respond to the
function of
expressing relief,
pain and pleasure
performan
ce
A,
C
B,
Evaluation
Underline the expressions that show the expressions of pain and relief. Practice the
dialogues in front of the class!
Hera : Did you read about the mission to Mercury?
Heru : No, whats so interesting?
Hera : God gives humans such great intelligence that man can create the technology to reach another.
Though it will take seven years, we still hope to know more about it.
Heru : Seven years?
Hera : Yes, its predicted that the spacecraft will reach the planet in 2011. Soon, we will be able to
see the picture of it.
Heru : Hmm I wonder when Indonesia will be able to do that?
Hera : Never!
Heru : Come on, dont be too cynical.
Hera : No, I am not. These are the facts. Many Indonesians are too busy fighting. They even fight in
football matches. Isnt it painful to know? Its really embarrassing.
Heru : Please be optimistic. The attitude of Indonesians will get better. Our president promised to
bring the country better times.
Hera : Im relieved to hear that.
Heru : Lets keep hoping for the best.
B. Underline the expressions that show the expressions of granting wish and role-play with your
partner in front of the class!
Nina : Could you come to my house next Wednesday?
Nano : Sure. Is there anything important?
Nina : Frankly speaking, you owe me a favour, remember?
Nano
Nina
Nano
Nina
Nano
Nina
Nano
Nina
Nano
Nina
Nano
Nina
Nano
: How can I forget? So what is it?

: My brothers going to have his birthday. Were arranging something for him.
: You mean Jim? How should I help you?
: There will be a surprise party. I want you to play a trick on him.
: A trick? No, no, no Why me?
: Look, Jim is your best friend so youve got to help us this time. My family will be so gratefull
for this.
: Okay, okay. I guess I must be incognito again?
: Right. You have to be dressed as a cop and
: What, a cop? Thats too risky, I suppose.
: Dont worry, Weve arranged everything perfectly.
: What am I supposed to do then?
: (handing in a piece of paper) This note will tell you any details you need. So are you going
with us?
: Sure thing, pal. I will do it with pleasure.
C. Underline the expressions that show the expressions of warning and role-play with your
partner in front of the class!
Vivi
Via
Vivi
Via
Vivi
Via
Vivi
Via
Vivi
Via
Vivi
Via
: How can I help you, Via?

: Im planning to interview The Huns.
: You dont say! Just never ever get close to that family.
: Why is that? I heard that they are descendant of the Last High King of Ireland.
Im working on my final project. I am sure its going to be a great interview.
: Thats the whole point, my friend. Dont you know that they all look weird and never get in
touch with other people?
: Do you know why? Are you warning me of something?
: Well, I am not sure about this. Lets just talk about anything else.
: O..o.. What do you say if I keep going?
: It will be out of my hands, then. I can just ask you to be careful. Please watch every word you
say to them. Notice the way you behave before them. Oh, Via, please are you really serious?
: Come on Vivi, dont make me discouraged. Ill step forward, you know that.
: Ive warned you, okay?! Hope everything will be fine.
: Thanks.
Scoring Rule
School Name
Subject
Type of Test
:
No
.
A.
B.
: SMA N 7 PURWOREJO
: English
performance
Year
: 2013/2014
Criteria
Scor
e
The students are asked to underline the expressions that
10
show
the expressions of pain and relief and practice the dialogues
in front of the class.
C.
show the expressions of granting wish and role-play with your

partner in front of the class.
show the expressions of warning and role-play with their

partner in front of the class.
Marks = {score gotten : 3
IX.
10

- Cassettes
10
CD
Purworejo, July , 2013

Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010

NIP 19620529 198903 2 003
LESSON PLAN 5
School Name
Subject
Class / Program
Semester
Year
Time Allocated
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XI / Science
1
2013 / 2014
4 x 45
I.
Listening
To understand simple, short, functional texts and simple monologue texts of report, narrative and
analytical exposition in the context of daily life.
II.
BASIC COMPETENCY :
To respond to simple, short, functional texts accurately, fluently, and acceptably in the context of
daily life.
III. INDICATORS
- To identify the topic of the short functional texts
- To identify certain information of the short functional texts
- To identify the communication purpose of the short functional texts
- To identify the main idea of the report texts
- To identify characters in the texts
- To identify the events in the texts
- To identify the topic of the short functional texts
To identify certain information of the short functional texts

To identify the communication purpose of the short functional texts
To identify the main idea of the report texts
To identify characters in the texts
To identify the events in the texts
V. MATERIALS :
o Oral short functional texts (oral invitation)
o Report text
o Narrative text
VI.
VII.
TEACHING METHOD
Demonstration
Practice
Assignment
Less
on
1.
Teaching Activities
Introduction
- Teacher asks the students about the previous materials
- Teacher gives motivation to the students in learning the
will attain.
Core
Value
Time
(minute
s)
Discipline
Curious
Hard-
10
Working
Creative
Independent
Communicative

topic. (curious)
Main Activities
Exploration:
short functional text {oral invitation}.
report text.
identifying many kinds of short functional
text {oral invitation}and report text.
(Hardworking)
of report text and oral
invitation used in certain
situations. (Creative)
Elaboration :
- The
students
listen
to
the
interpersonal/transactional oral invitation
by using CD/cassette classically.
- The
students
listen
to
the
interpersonal/transactional oral report text
by using CD/cassette classically.
in
oral
invitation
heard
in
pairs.
(Independent)
70
The students discuss the the content

report text heard in pairs.
The teacher asks the students to make oral

invitation in pairs.
The
students
demonstrate
their
(Communicative)
Confirmation :
report text and the expressions (oral
invitation) they have learned.


report text and the expressions (oral
invitation) they have learned.
10
Closing:
about the expressions (oral announcement) they have
learned.
about the Text they have learned.
- Post Test: complete the blanks based on what you
hear in the recording about the report text and
answer the questions based on the text you have
heard.
meeting.
2.
Introduction
- Teacher gives motivation to the students in learning the
will attain.
Discipline
Curious
Hardworking
Creative
Independent
Communicative
10

topic. (curious)
Main Activities
Exploration:
the Narrative Text.
many kinds of Narrative
text. (Hardworking)
of Narrative Text. (Creative)
Elaboration :
- The students listen to the Narrative Text by
- The students complete the Narrative text
while listening to the text.
- The students discuss the Narrative Text
70
heard.(Independent)
The students discuss the content of the
Narrative Text heard. (Independent)
The teacher asks the students to answer
the questions based on the text heard.
Confirmation :
text they have learned.


narrative text they have learned.
10
Closing:
about the Text they have learned.
- Post Test: complete the blanks based on what you hear
in the recording about the Narrative Text and
answer the questions based on the text you have
heard.
meeting.
Structured assesment:
- Make a dialog by using the expression
of giving
and asking for opinion,
expressing
satisfaction
and
dissatisfaction based on the situation
given by the
teacher
and then
present it in front of the class.
VIII. EVALUATION
School Name
Science
Subject
:
N
o.
1.
Basic
Competency
To respond to
simple,
short,
functional texts
accurately,
fluently,
and
acceptably in the
context of daily
life.
SMA N 7 PURWOREJO
English
Cla
ss/s
em
XI/1
Class /Program :
Semester
Materials
Indicator
Short Functional
Text (oral
invitation)
The students
should be able to
:
identify the
topic of a short
functional text
identify certain
information of the
text
Report Text
Narrative Text
identify the
purpose of
communication of
the functional text
To identify the
main idea of the

report texts
To identify
characters in the
texts
To identify the
events in the
texts
1
Type of
test
Numb
er of
test
Writte
n test
A,B,C
,D,
E,F
XI /
Evaluation:
A. Listen carefully to your teacher and complete the dialog!
Ridwan was talking to Roni in the school canteen and invited him to watch the football match.
Ridwan
Roni
Ridwan
Roni
Ridwan
Roni
: Ron, there will be ...{1}... next Sunday. Would you like to come
with me?
: Oh, that will be great. ... {2}... ?
: 2 p.m at ... {3} ...
: Sorry, I have to go to ... {4} ... at that time. Maybe some
other time.
: Its ok. What about ... {5} ... this Saturday? Are you coming?
: Sure. Id be glad to.
B. Answer these questions based on the text you have listened to!
1. What is the dialog about?
2. What did Ridwan ask Roni to watch?
3. Did Roni accept Ridwans invitation?
4. Why did Roni refuse Ridwans invitaion?
5. Would Roni come to Ridwans birthday party?
C. Listen carefully to your teacher and complete the text!
The Sumatran elephants
The Sumatran elephants (1) is Sumatra, Indonesia. The average male elephant reaches
eight(2) high and weighs up to six tons. A baby elephant can weigh up to one ton. The males are
always larger than the females. They are(3) creatures.
Elephants have (4), two tusks, two eyes, two ears and two lumps on their head. They are
known to be clever animals. When an elephant is hot, they (5) themselves by flapping their ears
back and forth. When an elephant herd want to move they use their ears as a (6). Their hearing
range is very large. Elephants hear some noises that cannot be heard by human ear. Sumatran
elephants have enough (7) to knock down a tree. They can also pick up a log using just their trunk
and their (8). Their trunk is their nose. They also use it like a (9). Just below their trunk they
have their tusks. Only male Sumatran elephants have tusks. A baby elephant is called a (10); the
females are called cows.
D. State True (T) or false (F) based on the text you have listened to!
a. The average male elephant reaches eight feet high (..)
b. It weighs up to one ton (..)
c. The males are always smaller than the females (..)
d. Elephant have trunk, two tusks, two eyes, two ears and two lumps on their head (..)
e. When elephants are hot, they fan themselves by flapping their ears back and forth (.)
f. Their hearing range is very small (..)
g. Elephant hear some noises that cannot be heard by human ear (.)
h. They can pick up the log by using just their tusks (.)
i. Their trunk is their nose (.)
j. A baby elephant is called calf (..)
E. Answer these questions based on the text you have listened to!
a.
What does the average height of Sumatran elephants?
b.
Mention the part on elephants body?
c.
How do the elephants fan their body when they are hot?
d.
How do they pick up logs?
e.
What is a baby elephant called?
F.
Listen carefully to your teacher and complete the text!

Pooh and the Honey Pot
Apart from (1) Christopher Robin, there is nothing Pooh likes better than eating (2).
So when Christopher brought Pooh some honey one day, Pooh was doubly happy! Dont eat it all at
once, chuckled Christopher. Put it in a (3) in case a Heffalump comes along and tries to steal it!
Christopher was only (4), of course, but Pooh wasnt taking any chances. He did put
the honey in a safe place, and then he went to bed and (5). But he began to dream that a Heffalump
was trying (6) his honey!
Pooh awoke with (7) and ran to his cupboard. And the pot of honey wasnt there! Oh,
no, cried Pooh. I wasnt dreaming! There really is Heffalump here in my house!
Making noises which he hoped would (8) the Heffalump, Winnie-the-Pooh looked
under the bed. Well, he (9) his pot of honey!
Silly me! he laughed. Thats where I put the honey to keep it safe! Still, a safer place
would be in (10)! So he ate the honey, and then fell asleep again.
G. Answer the questions based on the text you have listened to!
1. What does the text tell us about?
2. How many characters were there in the story?
3. Who was the main character?
4. What is Poohs favourite?
5. What happened to Pooh?
6. What did Christopher bring to Pooh and what did he say?
7. What did Pooh do then?
8. What finally happened?
9. What did Pooh do to overcome the problem?
10. Where is the safe place to keep the honey according to Pooh?
Scoring Rule
School Name
Subject
Type of Test
:
No
.
A.
B.
C.
D.
E.
F
G
: SMA N 7 PURWOREJO
: English
Written test
Year
: 2013/2014
Criteria
short functional Text {oral invitation}.
The students are asked to answer the questions
based on the text they have heard.
the Report Text.
The students are asked to state True (T) or false (F)
based on the text they have listened to.

the Narrative Text.
Marks = (score gotten X 20) : 11

- Cassettes
- CD
Scor
e
5
5
10
10
5
10
10


Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010

NJP 19620529 198903 2 003
LESSON PLAN 6
School Name
Subject
Class / Program
Semester
Year
Time Allocated
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XI / Science
1
2013 / 2014
4 x 45
Speaking
To express simple, short, functional texts and simple monologue texts of report, narrative and
analytical exposition in the context of daily life
To express simple, short, functional texts accurately, fluently, and acceptably in the context of
daily life.
III. INDICATORS :
- To use oral language to express short functional texts.
- To express monologue in the genre of report text.
- use oral language to express short functional texts.
- express monologue in the genre of report text.
V.
MATERIALS :
-
Oral short functional texts (oral invitation)

(Individually, expressing oral invitation in front of the class)
the genre of report text.
VI. TEACHING METHOD

Demonstration
Practice
Assignment
Less
on
Teaching Activities
1.
Introduction
will attain.
topic. (curious)
Core
Value
Time
(minute
s)
Discipline
Curious
Hard-
10
working
Creative
Independent
Communicative
Main Activities
Exploration:
oral short functional texts (oral invitation).

many kinds of short functional
70
texts (oral invitation) (Hard

Working)

examples of many kinds of short functional
texts (oral invitation). (Creative)
Elaboration :
The teacher ask the

students to practice the oral
short functional texts (oral

invitation) with good
pronunciation. . (Independent)
The teacher ask the
students to answer the
Text they have just practiced.
- The teacher ask the
students to write oral short
functional texts (oral invitation)

by using many sources to get the
data and then read it in front of the
class. (Communicative)
Confirmation :
10

oral short functional texts (oral invitation) with
good pronunciation.

Closing:
The teacher ask the

students to make a
brief resume about the
short functional text
(oral announcement)
they have learned.
Post Test: write oral
short
functional
texts
(oral
invitation) by using
-
2.
many sources to get

the data.
Teacher tells the students about the program and the
meeting.
Introduction
will attain.
topic. (curious)
Discipline
Curious
Hard-
10
working
Creative
Independent
Communicative
Main Activities
Exploration:
genre of report text.

-
In groups, the students do library study for

identifying many kinds of the genre of report
text. (Hardworking)
The teacher asks the students to give
examples of many kinds of the genre of
report text. (Creative)
70
Elaboration :
The teacher ask the

students to practice the
monologue text{Report Text}
with good pronunciation.
questions based on the Text they
have just practiced.
students to change in written
text (Report Text) into spoken text
and then read it in front of the
class.
The teacher ask the students to write a report
text by using many sources to get the data, and change
it into spoken text and then read it in front of the
class. . (Independent)
Confirmation :
The teacher ask

the students to
review the genre
10
of report text.
-

Closing:
about the report text they have learned.
- Post Test: make a
report text based on
the topic given on a
sheet of paper.
meeting.
Structured Assessment:
- Make a dialog by using the expression of
giving advice, giving warning, granting
wish, and expressing relief, pain and
pleasure based on the situation given
by the teacher and then present it in
front of the class.
VIII.
EVALUATION
School Name
Science
Subject
:
N
o.
Basic
Competency
SMA N 7 PURWOREJO
English
Cla
ss/s
em
Class /Program :
Semester
Materials
Indicator
XI /
1
Type of
test
Numb
er of
test
1.
A.
To express simple, XI/1 - Short

functional Text
short, functional
(oral
texts
accurately,
invitation)
fluently,
and
acceptably in the
- Genres (report
context of daily
text)
life.
The students
should be able to
:
performan
ce
written
A,
C,
B,
use oral language

to express short
functional texts.
express
monologue in the
genre of report text.
Write simple, short functional texts based on the situation given and then read in
front of the class!
Example:
Dear Yessy,
Could you accompany me to go to the bookstore after
school this afternoon?
My mother wants me to buy a cooking-book. I need
your help.
Yours,
Yenny
a. You moved to a new house. You invited your friends to join the house welcoming party you held.
b. You would go to a foreign country and live there. You invited your friends to come to the farewell
party you held.
c. You lived in the USA. That day was the Thanksgiving Day. You invited your friends to celebrate it
together.
B. Practice the monologue text below with good pronunciation! This is a spoken report text.
The precious diamonds
Most of women like jewelry and until now diamond is still the most expensive of all.
Are you interested to know about it?
Well listen carefully, please
Beginning in 1866 south Africas massive diamond deposit were discovered, and a world wide
diamond rush was on. The South African diamond output was unrevealed until major deposits were
founded in Siberian Pennafrost in 1954. and currently Western Canada is the site of the worlds newest
diamond rush.
You know throughout much of history, diamonds were mined from the sand and gravel
surrounding rivers. But in South Africa 1980 diamond was found in the earth far from a river source,
and the practice of dry digging for diamond was born. Most sophisticated mining techniques allowed
deeper subterranean digging, as well as more efficient rivers (and most recently, marine) mining, than
ever before.
So far, are there any questions about what I talked about?
The cutting of diamonds into the complex facetted forms as we know with this germ is actually
a relatively recent practice. For centuries, rough diamonds were kept as a talismans, and often worn at
all, though natural octahedral were sometimes set in rings.
The earliest record of diamonds polishing (with diamond powder) is Indian and probably dates
from the 14th century. There are also contemporary references to the practice of diamond polishing in
Venice. The earliest reference to diamond cutting is in 1550 in Antwerp, the most important diamond
center of the period, where a diamond cutters guild was soon to be established.
Do you know the famous diamond in the world?
Famous diamonds of ten have complex and even controversial histoteis because of the secrecy
surrounding such stones. Here are some examples of the most famous: The Star Africa,The Excelsior,
The Great Moghul, The Darya-I-Nur, The Koh_I-Nur and The Hope Diamonds.
Thats all I want to say to you all.
Thank you for your attention. Good bye
C. Change the report text below into spoken text, and then read in front of the class!
The Indonesian archipelago is the largest group of islands in the world. It extends between two
continents, Asia and Australia. It also lies between two oceans, the Indonesian and the Pacific Ocean.
Indonesias 13.667 islands stretch 5.120 kilometers from east to west and 1.770 kilometers from
north to south. The five main islands are Sumatra, java, Kalimantan, Sulawesi, and Papua.
Indonesia is one of the most populous countries in the world. Its total population is 210 million.
More than 60% of the populations live on the island of Java.
The Indonesian populations consist of more than 100 ethnics groups which speak different
language, but most of them understand national language, Indonesias motto Bhinneka Tunggal Ika
which means unity is diversity; symbolize the unity of the people in spite of their ethnic and culture
origins.
Scoring Rule
School Name
Subject
Type of Test
:
: SMA N 7 PURWOREJO
: English
performance
No
.
A.
B.
Year
: 2013/2014
Scor
e
Criteria
The students are asked to write simple, short functional
texts {oral invitation} based on the situation given and then
read in
front of the class.
The students are asked to practice the monologue text
C.
10
10
{spoken reporttext} with good pronunciation.

The students are asked to change the report text into
10
spoken text, and then read in front of the class.

Marks = {score gotten : 3} X 10
IX.

-
Cassettes
CD

Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010

NIP 19620529 198903 2 003
LESSON PLAN 7
School Name
Subject
Class / Program
Semester
Year
Time Allocated
I.
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XI / Science
1
2013 / 2014
4 x 45
Listening
To understand simple, short, functional texts and simple monologue texts in the genres of report,
narrative and analytical exposition in the context of daily life.
II.
BASIC COMPETENCY :
To respond to simple texts accurately, fluently, and acceptably in the genres of report, narrative
and analytical exposition in the context of daily life.
III.
-
INDICATORS :
To identify the main idea of the report texts
To identify characters in the texts
To identify the events in the texts
To identify charateristics of the things/persons reported in the texts
To identify the cases in the texts
To identify the arguments in the texts
IV.
V.

identify the main idea of the report texts
identify characters in the texts
identify the events in the texts
identify charateristics of the things/persons reported in the texts
identify the cases in the texts
identify the arguments in the texts
MATERIALS :
- Oral text in the genre of narrative
- Oral text in the genre of report
- Oral text in the genre of analytical exposition
VI.
TEACHING METHOD :
Demonstration
Practice
Assignment
VII.
Less
on
1.
Teaching Activities
Introduction
Teacher checks the students attendance and communicates
creatively. (discipline)
- Teacher asks the students about the previous materials which
relate to the materials they will learn.
- Teacher gives motivation to the students in learning the topic
he/she will give.
Teacher tells the students about the goal of teaching/learning

activities and basic competency they will attain.
Teacher grows the students sense of wonder by asking some
questions related with the goal of the learning topic.
(curious)
Core
Value
Disciplin
e
Curious
Hardworking
Creative
IndepenDent
Time
(minutes
)
10
Communicative
Main Activities
Exploration:

explanation about the narrative
text.
explanation about the report
text.
many kinds of narrative text
and report text. (Hardworking)
The teacher asks the students
to give examples of narrative
text and report text. (Creative)
70
Elaboration :
- The students listen to the narrative text and
report text by using CD/cassette classically
- The students discuss the narrative text and
report text heard in pairs. (Communicative)
- The students discuss the content of the
narrative tand report text
they have just
heard.
- The teacher asks the students to answer the
questions based on the narrative text and
report text they have just heard individually.
(Independent)
Confirmation :

narrative text and report text
they have
learned.


narrative text and report text they have
learned.
Closing:
The teacher ask the students to make a brief resume about
the the narrative text they have learned.
- Post Test: listen carefully to the teacher and complete the
10
2.
narrative text and report text and answer the questions

based on the text they have completed.
Teacher tells the students about the program and the goal of
the learning topic he/she will teach in the next meeting.
Introduction
Teacher checks the students attendance and communicates
creatively. (discipline)
Teacher asks the students about the previous materials which
relate to the materials they will learn.
Teacher gives motivation to the students in learning the topic
he/she will give.
Teacher tells the students about the goal of teaching/learning
activities and basic competency they will attain.
Teacher grows the students sense of wonder by asking some
questions related with the goal of the learning topic.
(curious)
Disciplin
e
Curious
Hardworking
Creative
Independent
Communicative
10
Main Activities
Exploration:

explanation about the genre of
analytical exposition text.
70

many kinds of analytical
exposition text. (Hardworking)
The teacher asks the students
to give examples of analytical
exposition text. (Creative)
Elaboration :
The students listen to the analytical exposition
text by using CD/cassette classically
- The students discuss the analytical exposition text
heard in pairs.
- The students discuss the content of the
analytical exposition text they have just heard.
(Communicative)
- The teacher asks the students to answer the
questions based on the analytical exposition text
they have just heard individually. (Independent)
Confirmation :

analytical exposition text they have learned.
-


analytical exposition text they have learned.
Closing:
The teacher ask the students to make a brief resume about
the the spoof text they have learned.
- Post Test: listen carefully to the teacher and complete the
analytical exposition text and answer the questions based
on the text they have completed.
10
VIII.
Teacher tells the students about the program and the goal of
the learning topic he/she will teach in the next meeting.
EVALUATION
School Name
Science
Subject
:
N
o.
1.
Basic
Competency
SMA N 7 PURWOREJO
English
Cla
ss/s
em
To respond to XI/1
simple
texts
accurately, fluently,
and acceptably in
the
genres
of
report,
narrative
and
analytical
exposition in the
context of daily
life.
Class /Program :
Semester
Materials
Oral text of
narrative
Oral text of report
Oral text of
analytical
exposition
Indicator
The students should
be able to :
identify the main idea
XI /
1
Type
test
- Written
test
of
Numbe
r
of
test
A, B, C,
D, E. F
- Quiz
of the report texts
identify characters in
- Assign
the texts
ment
identify the events in
the texts
identify charateristics
of the things/persons
reported in the texts
identify the cases in
the texts
identify the arguments
in the texts
Evaluation:
A. Listen carefully to your teacher and complete the text!
The starfish is not a fish. Another name for starfish is (1). It is an echinoderm. Starfish and
other echinoderms have sharp, hard (2) sticking up from their skin. Brittle stars, sea cucumbers,
sand dollars, and (3) are other kinds of echinoderms.
The arms of a starfish give it the shape of a star. Starfish get their name from (4). Most starfish
have five arms and look like the (5) on the American flag. Other starfish have six, seven, or more
arms. Some only have four arms. There are about 1,500 different kinds of starfish.
A starfish uses the (6) on its arms to move around. These special feet are called tube feet
because they are like (7). The tubes have little suction cups on the ends. The tube feet connect to
tubes called canals that run up the center of the arm. The (8) connect to a ring around the center of
the starfishs body.
All the hollow tubes in a starfish fill up with water. The water-filled tubes make the starfish (9)
enough to walk. Starfish have no bones.
The starfish pushes water out of its tube feet to send its arms forward. It uses the suction cups on
its feet to (10) to a surface. Then, the starfish uses muscles at the base of the tube feet to pull itself
forward. The starfish moves along by doing this over and over again.
If the arm of a starfish (11), the starfish can grow a new one. The broken-off arm can even
grow into a new starfish.
Starfish do not think the way that you think. Starfish just (12) things. Although starfish do not
have a brain, they have (13) in their arms. The nerves let them touch, smell, and taste things.
Starfish also can tell light and dark with a (14) on the tips of their arms.
Starfish eat other animals that live in the sea. They like animals with shells, such as clams and
oysters.
Starfish have a really weird way of eating. It does not have teeth. When it is time for dinner, the
starfish uses its arms and tube feet to (15) open the shell of a clam, mussel, or oyster.
B. Answer the questions based on the text you have listened to!
1. What is the main idea of the text?
2. What is the other name of starfish?
3. What are the characteristics of echinoderms?
4. How does starfish get their name?
5. How does starfish move?
C. Listen carefully to your teacher and complete the text!
Why I Must Turn off My Cell Phone Once I Get on the Plane?
Thesis
You may have (1) why the use of cellular telephones is not permitted in the cabin of the plane.
There are very good reasons for this. Modern aircrafts depend greatly on radio (2) to
carry out many functions, including communication with the control tower, (3), and even
control of the (4) within the cabin. Radio wave interference from cell phones seriously disrupts
these functions.
How bad is the disruption? Between March, 1996 and February 2002, the British Civil Aviation
Authority recorded no less than 35 air (5) related to the use of cell phones. NASA had analyzed 118
cases related to the use of personal electronic (6) in aircraft. The NASA report, released in June
2001, conclude that 25 of these cases were strongly correlated with the use of cell phones, and 16 of
these were critical cases.
Argument 1
You may not (7) that even when it is on standby, your phone is still emitting electromagnetic
signals. These signals serve to notify your cell network that the phone is active and can be contacted.
These signals get stronger when the (8) at a base terminal station (BTS) communicates with your
phone to send you call or a text message (SMS).
Argument 2
In fact, once the plane has taken off and is (9) cruising attitude, your cell phone will not work.
First, the distance between the BTS and the aircraft is too great. Second, the planes moves so fast that
before the phone is detected and (10) by a cell in the network, it has already left that cell. But even
though you cannot be contacted, if you leave the phone on active it continues to (11)
electromagnetic signals that could be seriously disrupt various types of flight control equipment.
Conclusion
This is why, although no nation has yet passed a law that would (12) prison sentences or
passengers who (13) using their phones while in the aircraft, you must turn off your phone as soon
as you enter the cabin. If your cell phone is in your hand carry (14), please check and make sure
the phone is off.
Isnt better to be careful, rather than (15) the lives of hundreds passengers, including yourself?
D. Answer the questions based on the text you have listened to!
1. What is the main idea of paragraph 3 and 4?
2. What is the effect of cell phones for radio waves?
3. When did the British Civil Aviation Authority records the use of cell phones?
4. Why must we turn off our cell phone once we get on the plane?
5. What do you think about the information in the text?
E. Listen carefully to your teacher and complete the text!
The Wolf and the Stork
A long, long time ago, the wolf and the stork were friends. One day, the wolf asked the stork to
come to his house to eat.
When the stork (1) at the wolfs house, the wolf put two (2) on the table. The wolf ate his
bowl of soup so quickly. When he finished, he asked the stork, Did you like my soup?
But the stork was (3) because he couldnt eat the soup. His beak was too long! When the stork
went home, he was still hungry. The wolf (4).
Then the stork had an idea. He asked the wolf to come to dinner. He filled two tall (5) with
good soup. They began to eat. When the stork finished eating, he asked the wolf if he wanted more to
eat.
But the wolf was angry. His (6) was so big that he couldnt get it into the pitcher. The wolf
went home hungry, and the stork laughed and laughed.
The wolf and stork have never been friends (7).
F. Answer the questions based on the text you have listened to!
1. What food did the wolf serve?
2. Why couldnt the stork eat at the wolfs house?
3. Why couldnt the wolf eat at the storks house?
4. If you were the stork would you do the same thing as what he did to the wolf? Why or why not?
5. What moral do you learn from the story?

Scoring Rule
School Name
Subject
Type of Test
:
No
.
A.
B.
C.
D.
E.
F.
: SMA N 7 PURWOREJO
: English
written
Year
: 2013/2014
Scor
e
Criteria
The students are asked to listen carefully to the teacher and

complete the report text.
The students are asked to answer the questions based on the
text they have completed.
complete the analytical text.
complete the narrative text.
15
5
15
5
5
5
Marks = score gotten X 2

IX.

-
Cassettes
CD

Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010

NIP 19620529 198903 2 003
LESSON PLAN 8
School Name
Subject
Class / Program
Semester
Year
Time Allocated
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XI / Science
1
2013 / 2014
4 x 45
Speaking
To express simple, short, functional texts and simple monologue texts in the genres of report,
narrative and analytical exposition in the context of daily life
To express simple, monologue texts accurately, fluently, and acceptably in the genres of report,
narrative and analytical exposition in the context of daily life.
III. INDICATORS :
- To use simple present tense to convey report
- To express monologue in the genre of narrative
- To express monologue in the genre of analytical exposition
- To do debating

use simple present tense to convey report
express monologue in the genre of narrative
express monologue in the genre of analytical exposition
- do debating
V. MATERIALS :
- Oral text in the genre of narrative
- Oral text in the genre of report
- Oral text in the genre of analytical exposition
VI. TEACHING METHOD :
Demonstration
Practice
Assignment
Less
on
Teaching Activities
1.
Core
Value
Time
(minute
s)
Discipline
Curious
Hard-
10
Introduction

Teacher checks the students
attendance and communicates
creatively.
Teacher asks the students about the
previous materials they have learned.
Teacher grows the students sense of
wonder by asking some questions
related with the goal of the learning
topic .
working
Creative
Independent
Communicative
Main Activities
Exploration:

Narrative text.
report text.
many kinds of Narrative
text and report text .
of Narrative texts and
report texts.
Elaboration :
The teacher ask the

monologue text (Narrative
text) with good pronunciation.
- The teacher ask one of the
students to read the narrative
text in front of the class.
monologue text (report text)
70

- The teacher ask one of the
students to read the report
text in front
of the class.
10
Confirmation :
The teacher ask

the students to
review
the
narrative text and
report text they
have learned.

Closing:
The teacher ask the students to make a
brief resume about the narrative text and
report text they have learned.
- Post Test
2.
Introduction

Teacher checks the students
attendance and communicates
creatively.
Teacher asks the students about the
previous materials they have learned.
Teacher grows the students sense of
wonder by asking some questions
related with the goal of the learning
topic .
Discipline
Curious
Hard-
10
working
Creative
Independent
Communicative
Elaboration :
The teacher ask the

monologue text (analytical
exposition text) with good
pronunciation.
The teacher ask one of the

students to read the analytical
exposition text in front of the
class.
The
teacher
ask
the
students
to write a an
analytical exposition
text by
using their own words and topic
and then read it in front of the
class.
Confirmation :
The teacher ask

the students to
review
the
70
10
analytical exposition
text they have
learned.

Closing:
The teacher ask the students to make a
brief resume about the analytical exposition
text they have learned.
- Post Test
VIII. EVALUATION
School Name
Science
Subject
:
N
o.
1.
Basic
Competency
To express simple,
monologue texts
accurately,
fluently, and
acceptably in the
genres of report,
narrative and
analytical
exposition in the
context of daily
life
SMA N 7 PURWOREJO
English
Cla
ss/s
em
XI/1
Class /Program :
Semester
Materials
Indicator
Oral text in the
Students are able:
genre of
narrative
- Oral text in the
genre of report
- Oral text in the
genre of
analytical
exposition
XI /
1
Type of
test
- Written
To use simple
test
present tense to
convey report
- Quiz
To express
monologue in the
- Assign
genre of narrative
ment
To express
monologue in the
genre of analytical
exposition
To do debating
Numb
er of
test
A, B,
C, D,
E, F
Evaluation:
A. Practice the monologue text below with good pronunciation!
The pelican report
The white pelican is one of the most successful fish- eating birds.
The success is largely due to its command hunting behaviour. A group, perhaps, two dozen birds,
will gather in a curve which is in some distance offshore. The birds begin to move forwards towards
the shore, bearing the water furiously with their wings driving the fish before them.
When the water is shallow enough for the birds to reach the fish, the formation breaks up as each
birds dips its bill into the water to scoop up its meal. As the bird lifts its head, the water drains from its
bill leaving the fish which are then swallowed. Pelican are among the oldest group of birds. Fossils of
this genus have been found dating 40 million years.
B. Based on the text above, answer these questions orally!
1.
2.
3.
4.
5.
What is the most successful fish eating bird?

Why is it successful?
How is the bird beating the water?
Are pelicans among the oldest group of birds?
When have fossils of this genus been found?
C. Practice the monologue text below with good pronunciation!

The Public Trustee is a Sound Investment
It is a well-known fact that it is a dilemma for many people to make a will, without the added
problems of deciding who should draw up this document. This task is made simple with the availability
of service from the Public Trust Officer.
Firstly the Office has a large efficient staff which includes barristers, solicitors, accountants,
values and qualified property inspector. Knowledge of the legal aspect is very well covered.
Also the charges need consideration. Here at this Office there are no charges for making or the
holding of a will.
Furthermore, the Public Trustee is guaranteed by the State of Queensland and has special powers
to solve problems or simplify procedures which, in the long term, save expense.
Therefore, it can be clearly seen that there is only one sound choice in making your will-the
Public Trustee-as it is permanent, efficient, and secure. You should consider this!
D.
Based on the text above, answer these questions orally!
2.
3.
4.
5.
1. The writer argued that the Public Trustee was the best choice for drawing a will for
three reasons. What were they?
What is the main idea of paragraph 1?
In what paragraph is the writers position (opinion) summed up?
E. Practice the monologue text below with good pronunciation!
The Smartest Animal
Once there was a farmer from Laos. Every morning and every evening he ploughed his field
with buffalo.
One day, a tiger saw the farmer and his buffalo working. The tiger was surprised to see a big
animal listening to a small animal. He wanted to know more about the buffalo and the man.
After he went home, the tiger spoke to the buffalo, You are so big and strong. Why do you do
everything the man tells you? The buffalo answered, Oh the man is very intelligent.
The tiger asked, Can you tell me how intelligent he is? No, I cant tell you,said the buffalo,
but you can ask him.
So the next day the tiger said to the man, Can I see your intelligence? But the man answered,
Its at home. Can you go and get it? asked the tiger. Yes, said the man, But Im afraid you will
kill my buffalo when I am away. Can I tie you to a tree?
After the man tied the tiger to the tree, he didnt go to get his intelligence. He took his plough
and hit the tiger. Then he said,Now you know about my intelligence even you havent seen it.
F. Based on the text above, answer these questions orally!
1.
3.
4.
5.
6.
7.
8.
What is the writers purpose to write the story?

2. In what part does the writer identify the main character of the story and the time and place where
the story occurred?
Who are the characters in this story?
Who is the main character?
When did this story happen?
Where did the story occur?
In what part of the story do you find a crisis in the story?
In what part of the story is the crisis resolved?
o With a partner, create a conversation about the issues below!

o In the conversation, support these ideas with arguments you can think of!
o Act out the conversation in front of the class!
1.
Smoking is dangerous for health.
2.
Uniforms for students of high schools are actually not necessary.
3.
Having two days of holiday, Saturday and Sunday, will help students study better.
4.
Six thirty a.m. is too early for a class to begin.
5.
Physical punishment for students is not appropriate.

Scoring Rule
School Name
Subject
Type of Test
:
: SMA N 7 PURWOREJO
: English
written
No
.
Year
: 2013/2014
Scor
e
Criteria
A.

(report text) with good pronunciation
B.
The students are asked to answer these questions orally based

on the report text they have just practiced.
C.
The students are asked to practice the monologue analytical

exposition text with good pronunciation.
D.
The students are asked to to answer these questions orally

based on the analytical exposition text they have just practiced.
E.

(narrative text) with good pronunciation.
F.
The students are asked to create a conversation about the

issues determined by the teacher , support the ideas with arguments
they can think of and act out the conversation in front of the class.
17
IX.

-
Cassettes
CD

Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010

NIP 19620529 198903 2 003
LESSON PLAN 9
School Name
Subject
Class / Program
Semester
Year
Time Allocated
I.
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XI / Science
1
2013 / 2014
4 x 45
Reading
To understand short functional written texts and simple essay in the genres of report, narrative
and analytical exposition in the context of daily life to access sciences
II.
BASIC COMPETENCY :
To respond an idea in a short functional written text (e.g. banner, poster, pamphlet etc.) both
formally and informally by using written language style in accurate, fluent, and acceptable way,
in the context of daily life.
III.
INDICATORS:
- To read aloud a written text with the correct pronunciation and intonation
- To identify the topic of the text
- To identify a certain information in the short functional texts
IV.GOAL OF TEACHING/LEARNING ACTIVITIES :

- To read aloud a written text with the correct pronunciation and intonation
- To identify the topic of the text
- To identify a certain information in the short functional texts
V.
MATERIALS :
- Banner, poster, pamphlet etc.
VI. TEACHING METHOD

Demonstration
Practice
Assignment
Lesso
n
Teaching Activities
1.
Time
(minutes)
Disciplin
Introduction
Core
Value

communicates creatively.
they have learned.
topic .
Curious
Hard-
10
working
Creative
Independent
Communicative
Main Activities
Exploration:
The teacher gives the explanation

about the short functional written
texts in the form of banner.

-

texts in the form of poster.

-
In groups, the students do library

study for identifying many kinds of
banner and poster
The teacher asks the students to
give examples of banner and
poster
Elaboration :
- The students discuss the short functional text (Banner
and poster) in pairs.
- The students discuss the content of the short functional
70
text (Banner and poster).

The teacher asks the students to make the short
functional text (Banner and poster) based on the
situation given in pairs.
- The teacher ask the students to
answer the questions based on the
text they have just practiced.
Confirmation :

students to review the
(Banner and poster)
they have learned.
10
The teacher ends the lesson by asking the students to

make conclusion.
Closing:
about the spoof and narrative text they have learned.
- Post Test
2.
Introduction
they have learned.
- Teacher grows the students sense of wonder by asking
topic .
Main Activities
Exploration:
- The teacher gives the explanation about the short
functional text (pamphlet).
- In groups, the students do library study for identifying
short functional text (pamphlet).
- The teacher asks the students to
give examples of short functional
text (pamphlet) used in certain
situations.
Elaboration :
The students discuss the short functional text
(pamphlet) in pairs.
text (pamphlet).
- The teacher asks the students to make the short
functional text (pamphlet ) based on the situation given
in pairs.
discuss the content of the text in
pairs.
Disciplin
e
Curious
Hardworking
Creative
Independent
Communicative
10
70
Confirmation :
The teacher ask the

(pamphlet).

make conclusion.
Closing:
The teacher ask the

students to make a
10

( pamphlet) they have
learned.
Post Test
Producing a short functional written text (e.g banner,
poster, pamphlet, etc.)
I. EVALUATION
School Name
Subject
:
:
No
.
Basic Competency
1.
To respond to an idea
in a short functional
written text (e.g.
banner, poster,
pamphlet, etc.) both
formally and
informally in
accurate, fluent, and
acceptable way, in
life.
SMA N 7 PURWOREJO
English
Clas
s/se
m
XI/1
Class /Program :
XI / Science
Semester
:
1
Type of test
Materials
Short functional
texts: Banner,
poster, and
pamphlet.
Indicator
Students are able:
-To read aloud a

written text with
the correct
pronunciation
and intonation
-To identify the topic
of the text
-To identify a certain
information in
the short
functional texts
- Written
test
Number
of test
A, B, C,
D, E
- Assign
ment
Evaluation:
A.
Look at this short functional text!
Come to . . . . .
Happy Family Seminar
Get some ways to educate your children
Bulan Hotel and Orchid Hotel, Bandung
August 1 and 2, 2012, at 9 oclock
Questions:
1. What is the kind of the text above?
2. What is the purpose of the text above?
B.
Make a pamphlet (folded in half or third) based on your own theme, then submit it to
your teacher!
C.
Make banners with the following functions!

1. To welcome visitors
2. To advertise a product
3. To inform something
D.
Make a poster based on your own theme, then submit it to your teacher!
Scoring Rule
School Name
Subject
Type of Test
: SMA N 7 PURWOREJO
: English
: written
No.
Year
: 2013/2014
Criteria
Score
A.
The students are asked to answer the questions based on the short
functional text they read.
10
B.
The students are asked to make a pamphlet based on their own

theme, then submit it to their teacher.
10
C.
The students are asked to make a banner based on the function given
by the teacher.
10
D.
The students are asked to make a poster based on their own theme,
then submit it to their teacher.
10
Marks = score gotten X 2,5
II. SOURCE / MATERIAL / TEACHING AID

- Cassettes
- CD

Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010

NIP 19620529 198903 2 003
LESSON PLAN 10
School Name
Subject
Class / Program
Semester
Year
Time Allocated
I.
:
:
:
:
:
:
Writing
SMA N 7 PURWOREJO
English
XI / Science
1
2013 / 2014
4 x 45
To express an idea in a short functional written text and simple essay in the genres of report,
narrative and analytical exposition in the context of daily life
II.
BASIC COMPETENCY :
To express an idea in a short functional written text (e.g banner, poster, pamphlet, etc.) both
formally and informally by using written language style in accurate, fluent, and acceptable way,
in the context of daily life.
III.
INDICATORS:
To use structure, vocabularies, punctuation, spelling, and writing rule accurately
To write the main ideas
To elaborate the main ideas
To make drafts, to revise, and to edit
To produce banner, poster or pamphlet

- To use structure, vocabularies, punctuation, spelling, and writing rule accurately
- To write the main ideas
- To elaborate the main ideas
- To make drafts, to revise, and to edit
- To produce banner, poster or pamphlet
V.
VI.
MATERIALS :
- Banner, poster, pamphlet etc.
TEACHING METHOD
Demonstration
Practice
Assignment
VII.

Lesso
n
Teaching Activities
1.
Introduction
they have learned.
topic .
Core
Value
Disciplin
e
Curious
Hardworking
Creative
Independent
Communicative
Time
(minutes)
10
Main Activities
Exploration:

texts in the form of banner.

-

texts in the form of poster.

Elaboration :

study for identifying many kinds of
banner and poster
give examples of banner and
poster
70
The students discuss the short functional text (Banner

and poster) in pairs.
text (Banner and poster).
functional text (Banner and poster) based on the
situation given in pairs.
Confirmation :

(Banner and poster)
they have learned.
10

make conclusion.
Closing:
about the spoof and narrative text they have learned.
- Post Test
2.
Introduction
- Teacher Greets the students religiously.
- Teacher checks the students attendance and
they have learned.
topic .
Main Activities
Exploration:
- The teacher gives the explanation about the short
functional text (pamphlet).
- In groups, the students do library study for identifying
short functional text (pamphlet).
- The teacher asks the students to
give examples of short functional
text (pamphlet) used in certain
situations.
Elaboration :
- The students discuss the short functional text
(pamphlet) in pairs.
text (pamphlet).
functional text (pamphlet ) based on the situation given
in pairs.
pairs.
Disciplin
e
Curious
Hardworking
Creative
Independent
Communicative
10
70
Confirmation :
The teacher ask the

(pamphlet).

make conclusion.
Closing:
10
The teacher ask the

students to make a
( pamphlet) they have
learned.
Post Test
- Producing a short functional written text (e.g banner,
poster, pamphlet, etc.)
Evaluation:
A. Make a banner based on your own theme, then submit it to your teacher!
B. Make a poster based on your own theme, then submit it to your teacher!
C. Make a pamphlet (folded in half or third) based on your own theme, then submit it to your teacher!
Scoring Rule
School Name
Subject
Type of Test
: SMA N 7 PURWOREJO
: English
: written
Year
: 2013/2014
No.
Criteria
Score
A.
The students are asked to make a banner based on their own theme,
10
B.
The students are asked to make a poster based on their own theme,
10
C.
The students are asked to make a pamphlet based on their own

theme, then submit it to their teacher.
10
VIII.

- Cassettes
- CD
Purworejo, Juy 13 , 2013

Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010

NIP 19620529 198903 2 003
LESSON PLAN 11
School Name
Subject
Class / Program
Semester
Year
Time Allocated
:
:
:
:
:
:
SMA N 7 PURWOREJO
English
XI / Science
1
2013 / 2014
4 x 45
I.
Reading
To understand short, simple, functional essays in the genres of report, narrative and analytical
exposition in the context of daily life and to access sciences
II.
BASIC COMPETENCY :
To respond to meanings and steps of functional texts (for example : banner, poster pamphlet, etc.)
both formally and informally by using written language style in accurate, fluent, and acceptable
way, in the context of daily life
III. INDICATORS:
To identify the meaning of a word in the text

To identify the complication in a narrative text
To identify the events in the text
To identify the characters of a story
To identify the arguments given
To identify the cases discussed in the text
To identify the steps of rhetoric essays
To identify the purpose of communication of the text

V.
To identify the meaning of a word in the text

To identify the complication in a narrative text
To identify the events in the text
To identify the characters of a story
To identify the arguments given
To identify the cases discussed in the text
To identify the steps of rhetoric essays
To identify the purpose of communication of the text
MATERIALS :
Noun Phrase
Adjective clause
- A written text of narrative
A written text of report

- A written text of analytical exposition
VI. TEACHING METHOD
Demonstration
Practice
Assignment

Lesso
n
1.
Teaching Activities
Introduction
they have learned.
topic .
Core
Value
Time
(minutes)
Discipline
Curious
Hard-
10
working
Creative
Independent
Commu-
Main Activities
Exploration:
nicative

about the Narrative text and
report text.
study for identifying many kinds
of Narrative text and report text..
give examples Narrative texts and
report text.
70
Elaboration :
The teacher ask the students to

practice the monologue text
(Narrative text and report text.)
pairs.
discuss the grammatical features
of the text in groups.
identify the setting in a narrative
text..
identify the complication in a
narrative text.
identify the happenings in the
text.
use adjective clause for
understanding the content of the
stories.
10
Confirmation :
The teacher ask the

students to review
the narrative text
spoof text.they have
learned.

make conclusion.
Closing:
about the narrative text and report text they have
learned.
- Post Test
2.
Introduction
they have learned.
topic .
Main Activities
Exploration:
Discipline
Curious
HardWorking
Creative
10
about the analytical exposition

text.
of analytical exposition text .
give examples of analytical
exposition texts.
Independent
Communicative
70
Elaboration :

(analytical exposition text) with
good pronunciation.
pairs.
identify the cases in the text.
identify the arguments in the text.
identify the conclusion given in
the text.
use Noun Phrase for identifying
the conclusion in the text.
identify the purpose of
communication of the text.
complete the sentences on the
analytical exposition text using
the words or phrases available.
read the text aloud with good
pronunciation and intonation.
Confirmation :
The teacher ask the

students to review
the
analytical
exposition text they
have learned.

make conclusion.
Closing:
about the analytical exposition text they have
learned.
- Post Test.
VIII.
EVALUATION
School Name
Subject
:
:
SMA N 7 PURWOREJO
English
Class /Program :
XI / Science
Semester
:
1
10
No
.
1.
Basic Competency
Clas
s/se
m
Materials
XI/1 - Noun Phrase

To respond to
meanings and steps
- Adjective clause
- A written text of
of functional texts
narrative
(for example :
banner, poster
- A written text of
pamphlet, etc.)
report
both formally and
- A written text of
informally by using
analytical
written language
exposition
style in accurate,
fluent, and
acceptable way, in
life
Type of test
Numbe
r of test
- Written
test
A, B, C,
D, E
Indicator
Students are able:
-To identify the

meaning of a
word in the text
-To identify the
complication in a
narrative text
-To identify the
events in the text
-To identify the
characters of a
story
-To identify the
arguments given
-To identify the
cases discussed
in the text
-To identify the steps
of rhetoric essays
-To identify the
purpose of
communication
of the text
- Assign
ment
Evaluation:
Read the following story aloud!
One beautiful summers day, a duck decided to go to the river for a picnic. She took a lot of food with her,
and was really looking forward to eating it. She sat down on the river bank and spread the food out in front of
her.
Youre not going to eat all the food yourself, are you? said a small voice.
She looked up and saw a frog sitting at the waters edge.
Please give me some of it. I am very poor and hungry, pleaded the frog wiping a tear from his eye.
She gave him a sandwich. To her surprise he did not eat it, but simply put it on the ground beside him.
Wont you give me something else? After all, my need is greater than yours.
Bit by bit, the kind-hearted duck handed over most of her food: cakes and biscuits, apples and sweets. Soon,
the frog had a huge pile of food next to him. With an effort he picked it all up, put it on his back, and started to
swim away across the river. But the food was so heavy that he sank like a stone, and the duck never saw him
again.
A. Complete the following sentences!
1. The story took place in ...
2. This is about ... and ...
3. The duck went to the river for a picnic with a lot of ...
4. The frog asked for her food because he was very ...
5. The food handed over for the frog are ...
6. The frog sank like a stone because ...
7. The suitable word to describe the frog is ...
8. ... wiping a tear from his eye. It shows that the frog was very ...
9. All the food given was put on ...
10.The text tries to say that sometimes it is very ... to say no but, it has to be said.
Read the following text aloud!
Use of Formalin and Other Additives in Foods
The use of formalin and other dangerous preservatives in foods has been a serious problem for three reasons.
Firstly, formalin is not for human beings, but it is for biological specimen and experiments. Formalin in
Biology is a 10% solution of formaldehyde in water which is usually used as disinfectant or to preserve
biological specimens. Thus, it is not for food preservative. Of course when it is used for food preservative, it will
be very dangerous to humans body.
The second reason is that there is no tight control from the government. This condition makes the peoples
health is really in a threat. When control is weak and the use of formalin was spread wide all over the Indonesian
regions, and these days it has really happened, the citizens bodies will be badly
contaminated with the poisons. Fish or food traders still sell their products which contain formalin and
dangerous preservatives. Can you imagine that our digestive system absorbs the substance that should be for the
human and animal corpses?
The third is that the difficult economy seems not to end. This can make the situation worse. We all know that
todays economy is very difficult. People buy daily products and fulfill their need with high costs. Things are
getting more and more expensive. Consequently, the food production cost increases. For example, the
preservation process for fish will be much cheaper if the producers use formalin. They know the danger of
formalin, but they dont care about the others health. What is in their mind is only how to get profit.
Considering the reasons, we can make a conclusion that the use of formalin and other preservatives is really
a serious problem if it is not resolved immediately.
B. Find the words in the written text that have the same meaning as the words or
definitions below!
The system that makes food absorbable into the body.
A chemical compound that is added to protect against decay or decomposition.
The entire physical structure of an organism (especially an animal or human being.
Keep or maintain in unaltered condition; cause to remain or last.
The total amount of money spent for goods or services including money and time and
labour.
C. Answer the following questions based on the text!

1. What is the purpose of the text above?
2. In which paragraph can you find the arguments of the text?
3. What tense is used in the text?
4. What is the function of formalin actually?
5. Why do food producers like to use formalin for the preservative substance?
6. Has the government controlled the use of formalin and other dangerous preservatives
effectively?
7. They know the danger of formalin, but they dont care about the others health (par. 4) What
does they in the sentence refer to?
8. What can human beings suffer if they consume formalin for a long time?
9. Do you think that the problem is very complicated? Why?
10. What should be done about this matter?
11. Rewrite the text in your own words!
Read the following text aloud!
Coconuts
Do you know coconuts? Erm ... Well, today Id like to tell you about coconuts. Coconut is a popular
kind of fruit, that is produced by a tall palm tree that grows in tropical areas. It is an oval nut which has
a large fibrous husk. It has smooth green, reddish, or yellow skin. Inside the nut, there is thick white
meat that surrounds a central cavity. When it is still fresh, the cavity is filled with liquid. The liquid
tastes and smell special.
The young flesh of the white meat and the liquid can be made into many kinds of delicious drinks.
However, when it is old and the meat hardens, the flesh can be squeezed for coconut milk that is useful
for many purposes. The milk can be for making cakes, drinks, dish, etc.
The tree has unique parts, all of which are useful. The leaves can be for mat, roof, broom and so
on. The trunk can be for wood logs of many purposes. The tree can also be carved for ornaments and
handicrafts. In short, the fruit and the tree are all useful for human beings.
There are many varieties of coconut, which have specific tastes and uses. The liquid of some
coconuts can be for poison neutralizer. The sizes are also various: small, medium and large. Coconut
trees are planted and grown in tropics. Therefore, in such countries as Indonesia, Malaysia, and the
neighbouring countries there are thousands of coconut trees.
D. Identify the adjectives used in the text. Then, discuss the meanings and learn uses in the
sentences of the text. There are more than 20 adjectives in the text!
E. Answer the following questions based on the text!
1. What is the social function of the text?

2. Where do coconuts grow?
3. Mention the parts of a coconut!
4. Can you describe the appearance of the coconut meat?
5. What are the functions of coconut meat?
6. Where does the coconut liquid exist?
7. What can we do with the leaves of coconut trees?
8. Why is coconut useful for human beings?
9. Do you know how long will a coconut produce fruits?
10. Retell the text in your own words!
Scoring Rule
School Name
Subject
Type of Test
: SMA N 7 PURWOREJO
: English
: written
Year
: 2013/2014
No.
Criteria
Score
A.
The students are asked to complete the following sentences

based on the narrative text.
10
B.
The students are asked to find the words in the written text that
have the same meaning as the words or definitions!
C.
The students are asked to answer the following questions

based on the analytical exposition text.
11
The students are asked to identify the adjectives used in the

text. Then, discuss the meanings and learn uses in the
sentences of the text. There are more than 20 adjectives in the
text.
24
The students are asked to answer the following questions

based on the report text.
10

- Cassettes
- CD

Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010

NIP 19620529 198903 2 003
LESSON PLAN 12
School Name
Subject
Class / Program
Semester
:
:
:
:
SMA N 7 PURWOREJO
English
XI / Science
1
Year
Time Allocated
I.
:
:
2013 / 2014
4 x 45
Writing
To express short, simple, functional essays in the genres of report, narrative and analytical
exposition in the context of daily life and to access
II.
BASIC COMPETENCY :
To express meanings and steps of rhetorical essays in accurate, fluent, and acceptable way
using written style in the context of daily life in the genres of report, narrative and analytical
exposition.
III.
INDICATORS:
Using Adjective clause in expressing an event
Using Adjective Phrase for making report
Producing a text of report
Producing a text of narrative
- Producing a text of Analytical Exposition
IV.
-

Using Adjective clause in expressing an event
Using Adjective Phrase for making report
Producing a text of report
Producing a text of narrative
- Producing a text of Analytical Exposition
V.
MATERIALS :
Noun Phrase
Adjective clause
- A written text of narrative
A written text of report
- A written text of analytical exposition
VI.
TEACHING METHOD
Demonstration
Practice
Assignment
VII.
Lesso
n
1.
Teaching Activities
Introduction
they have learned.
topic .
Main Activities
Exploration:

about the Narrative text and
report text.
of Narrative text and report text..
Core
Value
Time
(minutes)
Discipline
Curious
Hard-
10
working
Creative
Independent
Communicative

give examples Narrative texts and
report text.

(Narrative text and report text.)
pairs.
identify the setting in a narrative
text..
identify the complication in a
narrative text.
identify the happenings in the
text.
use adjective clause for
understanding the content of the
stories.
practise writing a narrative text
and report text based on their
own topics.
Elaboration :
70
10
Confirmation :
The teacher ask the

students to review
the narrative text
spoof text.they have
learned.

make conclusion.
Closing:
about the narrative text and report text they have
learned.
- Post Test
Non structured individual assesment

Producing texts of Report and Narrative by applying
the correct and appropriate structure using their own
words and topics.
2.
Introduction
they have learned.
topic .
Discipline
Curious
HardWorking
Creative
Independent
Communicative
Main Activities
Exploration:

about the analytical exposition
text.
of analytical exposition text .
10
give examples of analytical

exposition texts.
Elaboration :
70

(analytical exposition text) with
good pronunciation.
pairs.
identify the cases in the text.
identify the arguments in the text.
identify the conclusion given in
the text.
use Noun Phrase for identifying
the conclusion in the text.
identify the purpose of
communication of the text.
complete the sentences on the
analytical exposition text using
the words or phrases available.
practise writing a analytical
exposition text based on their own
topics.
10
Confirmation :
The teacher ask the

students to review
the
analytical
exposition text they
have learned.

make conclusion.
Closing:
about the analytical exposition text they have
learned.
- Post Test.
Non structured individual assesment

Producing texts of analytical exposition text by
applying the correct and appropriate structure using
their own words and topics.
VIII.
EVALUATION
School Name
Subject
No
.
:
:
Basic Competency
SMA N 7 PURWOREJO
English
Clas
s/se
m
Class /Program :
XI / Scince
Semester
:
1
Type of test
Materials
Indicator
Numbe
r of test
1.
To express
meanings and
steps of rhetorical
essays in accurate,
fluent, and
acceptable way
using written style
in the context of
daily life in the
genres of report,
narrative and
analytical
exposition.
XI/1 - Noun Phrase
Students are able:
A, B, C,
- Adjective clause - A written text of

narrative
- A written text of
report
- A written text of
analytical
exposition
Using Adjective
- Written
test
clause in
expressing an
- Assign
event
ment
Using Adjective
Phrase for making
report
Producing a text
of report
- Producing a text
of narrative
- Producing a text
of Analytical
Exposition
Evaluation:
A. Combine the sentences below by using who, whom, whose or which!
1. The rain caused a big flood. The big flood damaged the city.
2. The school principal is very wise. He is a father of two children.
3. A thief was caught by the police. He had stolen many times.
4. The girl is my cousin. You invited her to come to your birthday party last night.
5. The woman is my neighbour. Her umbrella was left in the hall yesterday.
6. The flowers have wilted. They were bought just now.
7. The person is my best friend. He gave me a birthday card this morning.
8. Mr. Andi called the students. The students joins the English speaking club.
9. The children are the kindergarten students. Mrs. Nani took them to the zoo last Sunday.
10. The boy is my classmate. I borrowed his novel two days ago.
B. Rewrite the sentences with Adjective Phrase!
Books which talk about nature interest me very much.
The person who repaired my watch is Adi.
The boy who yelled at Eva is her brother.
The old man who is walking in the garden is my grandfather.
The boys who are wearing black jackets are SMA 7 students.
People who treat the environment badly are irresponsible ones.
All the students who join the course must arrive on time.
The man who bought the furniture yesterday is Mr. Atok.
The girl who is sitting in the park is my cousin.
The little girl who is crying over there is Mrs. Rahmats daughter.
C. You will have to produce the type of the text individually. Work independently to produce
written text. Decide a topic of report (See the list of topics below for the alternatives) and
Analytical Exposition text. Create a draft of the text on the thing you choose!
LIST OF TOPICS FOR REPORTS
Fruits:
Apples, oranges, mangoes, etc.
Animals:
Cows, cats, tigers, elephants, whales, kangaroo, snakes, goats, deer, fish, etc.
Vehicles:
Cars, motorcycles, airplanes, trains, ships, helicopter, etc.
Technology:
Robots, computer, machines, etc.
Natural Phenomena:
Rivers, lake, sea, sun, planets, etc.
Buildings:
Houses, temple, statues, dams, schools, campus, etc.
Occupations:
Teachers, doctors, carpenters, pilots, drivers, sellers, etc.
Others:
Government, company, science, etc.
Write an Analytical Exposition Text independently!

Decide a topic of Analytical Exposition Text (See the list of topics below for the alternatives).
Illegal drug dealers must not be sentenced to death.
Alcoholic drinks must be banned.
Movies that contain pornography must not be played on TV.
TV stations should reduce entertainment programs and add more news.
The government must provide more jobs for the citizens.

Scoring Rule
School Name
Subject
Type of Test
: SMA N 7 PURWOREJO
: English
: written
Year
: 2013/2014
No.
Criteria
Score
A.
The students are asked to combine the sentences below by

using who, whom, whose or which.
10
B.
The students are asked to rewrite the sentences with Adjective

Phrase.
10
C.
The students are asked to produce the type of the text

individually. .
30
IX.

- Cassettes
- CD

Subject teacher,
Padmo Sukoco,M.Pd
NIP 19640718 198703 1 010

NIP 19620529 198903 2 003

New Lesson Plan XI Sem 1, 13-14

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New Lesson Plan XI Sem 1, 13-14

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LESSON PLAN 1

- To identify the meaning of the words in the text.

IV. GOAL OF TEACHING/LEARNING ACTIVITIES

To identify the context of a certain situation in the expressions

To identify the context of a certain situation in the expressions

VII. TEACHING / LEARNING ACTIVITIES :

The teacher ends the lesson by asking the

The teacher ask the students to review the

the recording about the

The frame work of evaluation

You will also hear :

The man has never met Barbara before.

a. asking for information.

a. We must not use mobile phone at school.

a. Its very clear.

a. It is not good for our health.

a. She agrees with the opinion.

a. She thinks it is good.

She thinks it is unwise.

a. See full races.

a. To enter the class during the lesson.

a. Go to the Parangtritis beach

You will also hear:

Mark your answer on your answer sheet!

IX. SOURCE / MATERIAL / TEACHING AID

Approved by the headmaster,

Purworejo, July 13, 2013

Dra. Rahmi Bekti Utami

To express transactional and interpersonal communication in the context of daily life.

GOAL OF TEACHING/LEARNING ACTIVITIES :

TEACHING / LEARNING ACTIVITIES :

the expression heard.

The teacher asks the students to make

The students act out the dialog related to

The teacher ask

The teacher ends the lesson by asking the

The frame work of evaluation

To express simple, XI/1

: What is your reaction to the illegal leaflets which have passed

: Do you have any opinion on the use of a mobile phone at

: What is your opinion about the picture?

Create your own dialogue using the expressions of satisfaction or dissatisfaction

The students are asked to complete the dialogues with the

The students are asked to study the following dialogue,

then act out with their partner!

Marks = score gotten X 2,5

SOURCE / MATERIAL / TEACHING AID

Approved by the headmaster,

Purworejo, July , 2013

Dra. Rahmi Bekti Utami

IV. GOAL OF TEACHING/LEARNING ACTIVITIES :

VI. TEACHING METHOD :

The teacher gives the

giving warning, and granting

In groups, the students do

The teacher asks the students to make

The teacher ends the lesson by asking the

The teacher ask the students to review the

Post Test: Complete the blanks

giving warning, and granting

Teacher tells the students about the program and the

Teacher Greets the students religiously.