RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Subject Year / Semester Meeting Time Allocated Competence Standard Basic Competence : : : : : : English

X/1 7 14 x 45 minutes Able to communicate in English at Novice Level Understand basic expressions for life needs on social interaction

Indicators : 1. Students will learn how to use greeting expressions correctly. 2. Students will learn how to perform introduction about them and others well. 3. Students will learn how to use thanking and its response well. 4. Students will learn how to perform apologizing and its response correctly. I. Learning Objectives a. Students will be able to get the gist of short conversation in simple English on topics related to greetings. b. Students will learn how to use conversation expressions for greeting people, opening and closing conversation. c. Students will use conversation expressions for greeting people, opening, and closing conversation at various situations in the classroom. d. Students will be able to get the gist of short conversation in simple English on topics related to introductions. e. Students will learn how to use conversation expressions for introducing themselves to others. f. Students will learn how to use conversation expressions for introducing a person to others. g. Students will use conversation expressions for introductions at various situations in the classroom. h. Students will be able to get the gist of short conversation in simple English on topics related to thanking. i. Students will learn how to use conversation expressions for thanking and its variations j. Students will use conversation expressions for thanking in a conversation at various situations in the classroom. k. Students will be able to get the gist of short conversation in simple English on topics related to apologizing. l. Students will learn how to use conversation expressions for apologizing and its variations m. Students will use conversation expressions for apologizing in a conversation at various situations in the classroom.

II. Teaching Material a. Greetings b. Introducing c. Thanking d. Apologizing e. Grammar Review: personal and possessive pronoun III. Teaching Methods and Techniques a. Grammar-Translation Method

b.

c.

d.

e.

f. g.

Reading Comprehension Question o Memorization Direct Method o Reading Aloud o Question and Answer Exercise o Getting Students to Selfcorrect Silent Way o Teachers Silence o Peer Correction o Structured Feedback Suggestopedia o Classroom Set-up o Positive Suggestion Community Language Learning o Reflection on Experience o Small Group Tasks Total Physical Response Method o Using Commands to Direct Behavior Communicative Approach o Authentic Materials o Scrambled Sentences o Role-play o

o o o o o

Use Words in Sentences Composition. Conversation Practice Fill-in-the-blank Exercise Dictation

o o

Visualization Role-Play

IV. Teaching-Learning Activities Meeting 1: 2 x 45 minutes 1. Opening Do something in order to capture the students interest and motivation. Describe the relationship between the lesson/activities and a real world need. Describe what students are expected to do in the lesson Describe the relationship between the lesson/activities and a forthcoming test or exam. State that the activity the students will do is something they will enjoy. 2. Sequencing Presentation (The new structure is introduced and presented). 1. Asks students to demonstrate conversation (see Activity 2, p. 3) 2. Give comprehension questions to students from dialog text demonstrated on page 3. 3. Ask students to read Greeting and Leave Taking on page 1 and 2. Controlled practice (Learners are given intensive practice in the structure, under the teachers guidance and control). 1. Ask students to answer situation with the provided answers (see Activity 1, p. 2). 2. Ask students to identify expression used by people when meeting and greeting to others (see Activity 3, p. 3) 3. Ask students to practice in pairs Activity 4 on page 4

 3. Closing

Free practice (The students practice using the structure without any control by the teacher). 1. Ask students to do Activity 2 on page 5 and 6. Checking (The teacher elicits use of the new structure to check that it has been learned). Summarize what has been covered in the lesson. Review key points of the lesson. Relate the lesson to the course or lesson goals. Show how the lesson relates to students real-world needs. Praise students for what they have accomplished during the lesson.

Meeting 2: 2 x 45 minutes 1. Opening Choose two or three activities o Do something in order to capture the students interest and motivation. o Review learning from a previous lesson o Ask questions about concepts or skills taught in the previous lesson. o Have students prepare questions about previous lessons or homework. Describe the goals of a lesson. State the information or skills the students will learn. Describe the relationship between the lesson/activities and a real world need. Describe what students are expected to do in the lesson Point out links between this lesson and previous lessons. 2. Sequencing Presentation (The new structure is introduced and presented). 1. Explain Formal and Informal Introduction 2. Explain how to do self introduction and introducing others 3. Explain cues used in introduction (see Activity 4, p. 10 11) Controlled practice (Learners are given intensive practice in the structure, under the teachers guidance and control). 1. Drill students with the expressions used in introduction (see Activity 1, p. 8 9) 2. Ask students to do oral practice (see Activity 2, p. 9) Free practice (The students practice using the structure without any control by the teacher). 1. Ask students to make dialog in pairs with the deskmate. Checking (The teacher elicits use of the new structure to check that it has been learned). 1. Ask students to perform the dialog in front of the class Further practice (The structure is now practiced in new situations, or in combination with other structures. 1. Ask students to perform conversation based the situation given in Activity 3 on page 9 10. 3. Closing Summarize what has been covered in the lesson.

Review key points of the lesson. Relate the lesson to the course or lesson goals. Point out links between the lesson and previous lessons. Show how the lesson relates to students real-world needs. Make links to a forthcoming lesson. Praise students for what they have accomplished during the lesson.

Meeting 3: 2 x 45 minutes 1. Opening Choose two or three activities o Do something in order to capture the students interest and motivation. o Review learning from a previous lesson o Have students prepare a written summary of the previous lesson. o Have students ask the teacher about problems on homework and the teacher review, re-teach, or provide additional practice. Describe the goals of a lesson. Describe the relationship between the lesson/activities and a real world need. Describe what students are expected to do in the lesson State that the activity the students will do is something they will enjoy. 2. Sequencing Presentation (The new structure is introduced and presented). 1. Explain the past form of Be and Have Controlled practice (Learners are given intensive practice in the structure, under the teachers guidance and control). 1. Drill students on Activity 6 on page 12. 2. Read aloud a conversation activity 7 on page 12 Free practice (The students practice using the structure without any control by the teacher). 1. Answer questions on Activity 5 page 11 Checking (The teacher elicits use of the new structure to check that it has been learned). 1. Sentence completion on Task 1 page 13. 2. Sentence arrangement on Task 2 number 1, page 13. Further practice (The structure is now practiced in new situations, or in combination with other structures. 1. Dialog completion on Task 2 number 2, page 13 3. Closing Summarize what has been covered in the lesson. Point out links between the lesson and previous lessons. Make links to a forthcoming lesson. Praise students for what they have accomplished during the lesson.

Meeting 4: 2 x 45 minutes

1. Opening Describe the goals of a lesson. State the information or skills the students will learn. Describe the relationship between the lesson/activities and a real world need. Describe what students are expected to do in the lesson Point out links between this lesson and previous lessons. State that the activity the students will do is something they will enjoy. 2. Sequencing Presentation (The new structure is introduced and presented). 1. Demonstrate expressions used for thanking 2. Explain the uses of the expressions Controlled practice (Learners are given intensive practice in the structure, under the teachers guidance and control). 1. Ask students identify expressions of thanking in dialog (see Activity 1, p. 17) 2. Ask students to arrange sentences into good order of a dialog (see Activity 3, p. 18). 3. Ask students to answer comprehension questions (see Activity 4, p. 18) Free practice (The students practice using the structure without any control by the teacher). 1. Ask students to make a dialogue in a group work of two Further practice (The structure is now practiced in new situations, or in combination with other structures. 1. Write a letter of thanking (see Activity 5, p. 18) 2. Give homework of Activity 6 on page 19. 3. Closing Summarize what has been covered in the lesson. Point out links between the lesson and previous lessons. Show how the lesson relates to students real-world needs. Make links to a forthcoming lesson. Praise students for what they have accomplished during the lesson.

Meeting 5: 2 x 45 minutes 1. Opening Choose two or three activities o Review learning from a previous lesson o Have students meet in a small groups (2 or 4 per group) to review homework. o Have students prepare questions about previous lessons or homework. o Have students ask the teacher about problems on homework and the teacher review, re-teach, or provide additional practice. Describe the goals of a lesson. State the information or skills the students will learn. Describe the relationship between the lesson/activities and a real world need. Describe what students are expected to do in the lesson

2. Sequencing Presentation (The new structure is introduced and presented). 1. Dictate some sentences to complete dialog (Activity 7, p. 19) 2. Explain Present Perfect Tense (p. 20) 3. Explain Preposition of Place (p. 21) Controlled practice (Learners are given intensive practice in the structure, under the teachers guidance and control). 1. Students identify sentences in Present Perfect Tense 2. Students complete sentences using verbs of the tense explained. Further practice (The structure is now practiced in new situations, or in combination with other structures. 1. Do Activity 11 on page 21 22 Closing Summarize what has been covered in the lesson. Review key points of the lesson. Point out links between the lesson and previous lessons. Praise students for what they have accomplished during the lesson.

Meeting 6: 2 x 45 minutes 1. Opening Choose one or two activities o Do something in order to capture the students interest and motivation. o Review learning from a previous lesson o Ask questions about concepts or skills taught in the previous lesson. Describe the goals of a lesson. State the information or skills the students will learn. Describe the relationship between the lesson/activities and a real world need. 2. Sequencing Presentation (The new structure is introduced and presented). 1. Explain some expressions used to regret and apologize Controlled practice (Learners are given intensive practice in the structure, under the teachers guidance and control). 1. Students identify expressions of regret and apologizing on Activity 1 Task 2 (p. 24) 2. Students combine sentences (Activity 2, p. 25) 3. Students complete sentences (Activity 3 & 4, p. 25) Checking (The teacher elicits use of the new structure to check that it has been learned). 1. Students demonstrate dialog in pairs in front of class. 3. Closing

Summarize what has been covered in the lesson. Show how the lesson relates to students real-world needs. Make links to a forthcoming lesson. Praise students for what they have accomplished during the lesson.

Meeting 7: 2 x 45 minutes 1. Opening Choose two or three activities o Review learning from a previous lesson o Preview the lesson o Ask questions about concepts or skills taught in the previous lesson. o Have students prepare questions about previous lessons or homework. o Have students prepare a written summary of the previous lesson. o Have students ask the teacher about problems on homework and the teacher review, re-teach, or provide additional practice. State the information or skills the students will learn. Describe the relationship between the lesson/activities and a real world need. Describe what students are expected to do in the lesson State that the activity the students will do is something they will enjoy. 2. Sequencing Presentation (The new structure is introduced and presented). 1. Read aloud text on Activity 7, p. 26 Controlled practice (Learners are given intensive practice in the structure, under the teachers guidance and control). 1. Students answer questions of text on page 26 2. Students translate a text into Indonesian on Activity 10, page 27 Further practice (The structure is now practiced in new situations, or in combination with other structures. 1. Students make dialog about regret and apologizing 2. Students present their dialog in class 3. Closing Summarize what has been covered in the lesson. Review key points of the lesson. Relate the lesson to the course or lesson goals. Point out links between the lesson and previous lessons. Show how the lesson relates to students real-world needs. Praise students for what they have accomplished during the lesson.

V. Teaching Materials and Sources 1. Win The Day Book I. 2007. (Association of English Teachers of Vocational High School, East Java). 2. Understanding and Using English Grammar (Betty Scrampfer Azar)

VI. Assessment 1. Types of Assessment a. Performance Test 2. Instruments a. Written Test (Cloze test)

3. Evaluation a. Win the Day I, pp. 6 7 b. Win the Day I, pp. 14 15 c. Win the Day I, pp. 22 23 d. Win the Day I, pp. 27 29 Rubric and Score-Range a. Students have to get minimum standard grade of 70%. b. Score range is between 0100. Score =
Raw Score X Ideal Score (100 ) Maximum Score

Approved by Head Master

, July ., 2007 English Teacher,

SUTRISNO, SE. NIP. 130 532 429

. NIP.