LESSON PLAN
School
: SMA Negeri 1 Malang
Subject : English
Theme : Water Cycle
Level/
Semester
: XII/ I
Time
allotment : 2 x 45’ (two meeting)
A. Standard Competence
To express meanings in written functional texts
and short simple essays in the form of explanation to interact with the
surrounding environment.
B. Basic Competence
the students are able to make simple explanation
text.
C. Indicators
1. The students are able to
construct sentences by using adverbial clause.
2. The students are able to
write an explanation text.
D. Goals
At the end of the lesson, the students are
expected to be able to write simple explanation with the correct sentence
construction and generic structure.
1. E. Material
2.
Grammar
: - Conjunction that show cause/effect relationship
– Simple Present Tense
– Passive Voice
1. The generic structure of an
explanation text:
1. A general statement
2. Explanation
3. Closing
2. Related vocabularies /
technical terms
3. An example of explanation
text.
4. F. Class Activity
1. Pre activity (10’)
1. Greeting: Good morning
students! How are you today?
2. Checking the students’
attendance
3. Checking their readiness:
Are you ready to have the English lesson?
4. Introducing the topic:
water cycle
5. Distributing the
worksheets.
1. Stating the goals of the
lesson.
2. Asking the students to do
Task 1 as brainstorming.
3. Main activity (75’)
1. a. Model Paragraph
1) Giving an
example of the short explanation text.
2) Asking the
students to read and comprehend the text in Task 2.
3) Explaining the
generic structure and language features of the explanation text.
4) Giving chances
to the students to ask questions.
1. b. Comprehension Questions
and Language Based Exercises
1) Asking the
students to do Task 3 in worksheet.
2) Reviewing about
Simple present tense
3) Asking the
students to discuss and practice using simple present tense.
4) Asking the
students to do Task 4 and Task 5 in worksheet.
5) Discussing the
answer of the questions together with the students.
1. Post activity (5’)
1. Summarizing the lesson
2. Giving chances to ask
questions dealing with the material
3. Praising what the students
did, for example: You’ve done well today!
4. Giving homework: Make an
outline of an explanation!(Task 6)
5. Doing reflection, for example:
• Is this too difficult for
you?
• Is there any idea for the
next meeting?
1. Closing the lesson: Thank
you for your attention, and see you!
2. G. Technique
Guided Writing
1. H. Evaluation
1. Students’ performance in
oral composition
2. Students’ worksheet /
writing
2. I. Media
1. Worksheet
2. Whiteboard
3. Boardmarker
Task 1
1. What makes water from seas,
lakes, rivers and wet soils evaporate?
2. What is the term for the
process?
3. Do plants also release
water into the atmosphere?
4. What is the term for the
process?
5. Where does the water vapour
go?
Task 2
Read the following text.
Evaporation
Solar energy evaporates exposed water from seas,
lakes, rivers, and wet soils; the majority of this evaporation takes place over
the seas. Water is also released into the atmosphere by the plants through
photosynthesis. During this process, known as evaporation, water vapour rises
into the atmosphere.
Clouds form when air becomes saturated with
water vapour. The two major types of cloud formation are stratified or layered
grey cloud called stratus, and billowing white or dark grey cloud called
cumulus. Nimbostratus clouds and cumulonimbus clouds are the two cloud types
that are associated with rainy weather, nimbostratus clouds will bring steady
rain, and cumulonimbus clouds will bring stormy weather.
Precipitation as rain or hail ensures that water
return to Earth’s surface in a fresh form. Some of this rain, however, falls
into the sea and is not accessible to human. When rain falls, it either washes
downhill slopes or seeps underground; when snow and hail melt, this water also
sink into the ground.
Rain fall also replenishes river water supplies,
as does by underground water. Snow fall may consolidate into glaciers, and ice
sheets which, when they melt, release their water into the ground, into the
stream or into the seas.
Taken from Geographic’s Pocket World Reference,
2007
Explanation Text
The text above is an explanation text. An
explanation text explains the processes involved in the formation or workings
of natural or sociocultural phenomena. The explanation sequence contains a
sequenced explanation of why or how something occurs.
Social function
To give an account of how something works or
reasons for some phenomena. (how does it work? Why is it so? )
Generic structure
-
General statement
-
A sequence explanation of why or how something occurs. (5W1H)
Linguistic features of explanation
-
General and abstract noun
-
Action verbs
-
Simple present tense
-
Passive form
-
Conjunction time and cause
-
Cause and effect relationship
-
Noun phrases
-
Adverbial phrases
-
Complex sentences
-
Technical terms
Task 3
Work in groups of four. Discuss the answers to
these questions.
1. Why does the majority of
evaporation take place over seas?
Answer: ……………………………………………………………………………
1. How do clouds form?
Answer: ……………………………………………………………………………
1. How much major types of
cloud formation are there?
Answer: ……………………………………………………………………………
1. What types of clouds are
associated with rainy weather?
Answer: ……………………………………………………………………………
1. What will bring continuous
rain?
Answer: ……………………………………………………………………………
1. What makes it certain that
their water return to Earth’s surface in a fresh form?
Answer: ……………………………………………………………………………
Simple Present Tense
Simple present tense used to express about facts
that happen in our environment. Beside that simple present tense used to
express about daily activities.
(+) S + V1(s/es)+ O
( – ) S + do/does + not + V1 + O
( ? ) Do/Does + S + V1 + O ?
Example :
The rain falls down to the earth.
The rain does not fall dawn on summer.
Does the rain fall down everyday?
Task 4
Complete the sentences. Use the words in
parentheses. Use simple present tense. Pay special attention to singular and
plural and to the spelling of final -s/-es.
1. The students (ask, often)
often ask questions in class.
2. Pablo (study, usually)
_____________ at the library every evening.
3. Olga (bite) ___________ her
fingernails when she is nervous.
4. Dona (cash) ___________ a
check at the bank once a week.
5. Sometimes I (worry)
___________ about my grades at school. Sonya (worry, not) ___________ about her
grades. She (study) ___________ hard.
6. Ms. Jones and Mr. Anderson
(teach) ___________ at the local high school.
Ms. Jones (teach) ___________ math.
1. Birds (fly) ___________ .
They (have) ___________ wings.
2. A bird (fly) ___________.
It (have) ___________ wings.
3. Jason (do, always)
___________ his homework. He (go, not) ___________ to bed until his homework is
finished.
10. Mr. Cook (say, always) his homework is
finished hello to his neighbor in the morning.
11. Rima (pay, always) ___________
attention in class. She (answer) ___________ questions. She (listen)
___________ to the teacher. She (ask) ___________ questions.
12. Sam (enjoy) ___________ cooking. He
(try, often) ___________ new recipes. He (like) ___________ to have company for
dinner. He (invite) ___________ me to dinner once a month. When I arrive, I
(go) ___________ to the kitchen and (watch) ___________ him cook. He usually
(have) ___________ three or four pots on the stove. He (watch) ___________ the
pots carefully. He (make) ___________ a big mess in the kitchen when he cooks.
After dinner, he (wash) ___________ all the dishes and (clean) ___________ the
kitchen. I (cook, never) ___________. It (be) ___________ too much trouble. But
my friend Sam (love) ___________ to cook.
Task 5
Complete the question and answers with the words
in parentheses. Use the simple present of the verbs.
A: (you, study) _______________
a lot?
B: I (study) _______________
at least three hours every night. My roommate (study) ____________ at least
five hours. He’s very serious about his education. How about you? (you, spend)
_______________ a lot of time studying?
A: No, I don’t. I (spend)
_______________ as little time as possible. I (like, not) _______________ to
study.
B: Then why (you, be)
_______________ a student?
A: My parents (want)
_______________ me to go to school. I (want, not) _______________ to be here.
B: In that case, I (think)
_______________ that you should drop out of school and find a job until you
decide what you want to do with your life.
Task 6
Work in groups of four. Explain how and why
something can occur.
Title: ……………………………………………………
1. General Statement
…………………………………………………………………………………
1. Explanation
……………………………………………………………………………………
……………………………………………………………………………………
1. Closing
………………………………………………………………………………………
Task 7
Make a good explanation text based on the
outline above.
ANSWER KEY
Task 1
1. Solar energy
2. Evaporation
3. Yes, they do
4. Photosynthesis
5. The atmosphere
Task 3
1. The majority of evaporation
takes place over seas because the surface of the sea gets more solar energy.
2. Clouds form when air becomes
saturated with water vapor.
3. They are two major types.
4. Nimbostratus clouds and
cumulonimbus clouds are the two cloud types that are associated with rainy
weather.
5. Nimbostratus clouds will
bring continuous rain.
6. Precipitation as rain or
hail.
Task 4
1. often ask
2. usually studies
3. bites
4. cashes
5. am worry, is not worry,
studies
6. teach, teaches
7. fly, have
8. flies, has
9. always does, does not go
10. always says
11. always pays, answers, listens, asks
12. enjoys, often tries, likes, invites,
go, watch, has, watches, makes, washes, cleans, never cook, is, loves
Task 5
A: Do you a lot?
B: I study at least three
hours every night. My roommate studies at least five hours. He’s very serious
about his education. How about you? Do you spend to study a lot of time
studying?
B: Then why do you become a
student?
A: My parents want me to go to
school. I do not want to be here.
B: In that case, I think that
you should drop out of school and find a job until you decide what you want to
do with your life.
Task 6
Students’ activity
