Subject : English
Level/Grade : III (Three)
Teacher’s name : Novi Ariyanti, S.Pd
Semester 1
Academic Year of 2015/2016
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
1
School Name : SDIT IBNU SINA
Subject : English
Grade/Semester : III/1
Time allocation : 8 X 35 minutes (4 meetings)
Unit : I – Miss Sun is Australian
Standard Competence:
Students are able to communicate about someone’s originally using spoken and written English.
Basic Competence:
Listening
To listen and recognize English words, phrases, and simple sentences.
Speaking
To give statement, to ask and answer questions about countries, nationalities, languages, and
greetings.
Reading
To Read out loud and pronounce words/phrases/sentences correctly.
To understand simple text talking about countries, nationalities, languages, and greetings.
Writing
To write simple phrases/sentences related to countries, nationalities, languages, and greetings.
Learning Outcomes:
Listening
Recognizing the spoken and written form of countries, nationalities, languages, and greetings
and the sentence talking about them.
Speaking
Introducing others and oneself using structure in simple present tense.
I come from…
He/she comes from…
I am…
She/he is…
I speak …
She/he speaks…
Reading
Reading out loud with good pronunciation and intonation.
Recognizing the written forms of countries, nationalities, languages, and greetings.
2
Understanding positive statement/simple text about countries, nationalities, languages, and
greetings using structure in simple present tense.
Writing
Writing positive statement/simple text about countries, nationalities, languages, and greetings
using structure in simple present tense.
Purpose of Learning:
- Having the ability to greet, introduce one and others, and identify people.
Lessons:
Vocabulary: England, English, Malaysia, Malaysian, India, Indian, Chinese, Australian,
Australian, Coffee, kangaroo, come (from), hear, pleased, meet, everyone, introduce, hooray,
sleepy.
Structures: structures in simple present tense, different times in a day, different greeting in a
day.
Function: Introducing others and oneself, using appropriate greeting for different times of the
day.
Methods of learning:
Explanation
Discussing
Playing Games
Role Playing
Drilling/Repetition
Demonstration
3
Learning Steps:
First Meeting
A Opening Activity
1. Greetings
2. Students are asked about their vacation.
3. Students are asked about their new identity.
B Main Activity
Exploration:
1. Students are asked to answer to some questions that are usually used to ask about someone’s
personal identity.
2. Students are asked if they know some famous people from different country
(actress/president/national heroes, etc)
3. Students are asked to answer to some questions about the famous person personal’s identity.
4. Students are asked to mention the famous people’s origin (country), their nationality, and the
language they are speaking.
5. Students are showed the written form of each country, nationality, and language on the board.
6. Students are asked to answer to some questions that are usually used to ask about someone’s
personal identity.
7. Students are asked the spoken and written form of names, country, nationality, and language
that they have known from the previous meeting.
Elaboration:
1. In studying unit 1, every student is asked to change their identity with the ones prepared by the
teacher (in a form of label). They have to change their class into an international class which
consists of students from different countries.
2. Once, the students have their new identity, they are asked to introduce their new self in front of
the class.
3. First, they are given an example of self introduction from the teacher.
4. One by one, half of the students introduce their new identity.
5. The written and spoken forms of each country, nationality, and language are to be written on
the board by the teacher every time a student finishes the introduction.
6. In this introduction time, students are not allowed to jot down anything, but they have to try to
memorize their friends’ new identity.
7. Once, the students remember their new identity, they are asked to do the same activity as in the
previous meeting.
8. First, they are given an example of self introduction from the teacher.
9. One by one, half of the students introduce their new identity.
10. The written and spoken forms of each country, nationality, and language are to be
written on the board by the teacher every time a student finishes the introduction.
11. In this introduction time, students are not allowed to jot down anything, but they have to
try to memorize their friends’ new identity.
Confirmation:
1. Students are asked to respond to questions asked about their friend’s new identity. This is to
check whether they are listening to their friends or not.
2. Students are asked to respond to questions asked about their friend’s new identity. This is to
check whether they are listening to their friends or not.
C Closing Activity
1. Students are asked to jot down the names of country, nationality, and language on the board to
their note book.
2. Students are asked to remember their new identity.
Second Meeting
A Opening Activity
1. Greetings
2. Students are asked about their holiday.
3. Greetings asking students condition.
B Main Activity
Exploration:
1. Students are reminded by the teacher about questions and sentences that are usually used to ask
about someone’s personal identity.
2. Students are reminded by the teacher the spoken and written form of names, country,
nationality, and language that they have known from the previous meeting.
3. A few students are asked to introduce themselves in the class.
4. Students are asked to spell the names of country, nationality and language together.
Elaboration:
1. Students are shown the way to introduce someone else using the third singular person pronoun
by the teacher.
2. Students are shown the sentences to introduce someone else using the third singular person
pronoun in a present simple tense structure (she comes from/She speaks).
3. Students sit in a circle, each of them is asked to take turn to introduce themselves. The turn is
decided by passing a ball/crushed paper.
4. Once they have finished doing self introduction. They are asked to say their friend’s identity.
Students y catches a pen from students x. Students y have to say student x personal identity. If
the student gets the identity wrong, he/she should say personal identity questions to their
friend. E.g. What’s your name? where are you from? What language do you speak?
5. These activities continuous till every student get the turn.
6. Students are asked to open their book to page 6.
7. Students are asked to repeat the pronunciation of words from their book.
8. Students are reminded the structure of sentence and questions in simple present tense to
introduce one and others that they have learnt from the previous meeting.
9. Teacher explains the subject pronouns and the form of verb that followed them in simple
present tense.
10. Students listen to the first number (example) of exercise on page 6 and draw lines.
11. Teacher explains the written form of the audio to introduce someone.
e.g. from the audio John’s come from England, He’s English
The written form John comes from England. He’s English and he speaks English.
Teacher also explains that the form of John’s come from England and John comes from
England have the same meaning.
Confirmation:
1. Students are asked to give and say the structure of sentence in simple present tense to introduce
one and others
2. Students are asked to give and say the question in simple present tense to introduce one and
others
3. Students are asked to make sentences orally with different subject pronoun and countries.
C Closing Activity
1. Students are asked to jot down the structure of sentence and questions in simple present tense
to introduce one and others on the board to their note book.
2. Students do exercises on pupils book page 6 (the rest of the listening/draw the line) and make
the sentences from it and from works book page 6.
Third Meeting
A Opening Activity
1. Greetings asking students condition.
B Main Activity
Exploration:
1. Students are asked to spell the names of country, nationality and language together.
2. The result and feedback of their exercises in the previous meeting are given.
3. Students are asked to identify the questions words who by answering questions about their
identity.
E.g. Who is from Australian? Who is Indian?
4. The result and feedback of their exercises in the previous meeting are given.
5. Students are asked to identify the questions words who by answering questions about their
identity.
E.g. Who is from Australian? Who is Indian? Who is eight?
6. The result and feedback of their exercises in the previous meeting are given.
7. Students are introduces to two characters (John and Sunita) from their book.
8. Students are asked to identify the difference and similarity between them.
Elaboration:
1. Students are asked to open their book to page 8 and listen to a conversation among teacher and
students.
2. Students are asked to repeat the pronunciation of sentences in the conversation.
3. Students are asked to recognize the meaning of each sentence.
4. Students are told how to make sentence to tell age.
5. Students and teacher do role play of the conversation.
6. Teacher give an example of introducing other as in the conversation in the real situation by
asking one of the students as the person introduced.
7. Students are asked to open their book to page 10 and listen to a rhyme.
8. Students are asked to repeat after each rhyme.
9. Students are asked identify the different greeting for different times of a day.
10. Students are asked the activities that they usually do in different times of the day.
11. Student are asked introduced to the conjunctions and and but and try to identify the
function of both conjunction using the difference and similarity they found from John and
Sunita.
12. Students are given the explanation of the conjunctions function from the teacher.
Confirmation:
1. Students are asked the function of question word who and ask some questions using it
(spoken).
2. Students are asked to make sentence to tell about their age orally.
3. Several students are chose to make a role play as in the conversation, and do it in front of the
class with supervision.
4. Students discuss the mistakes made by their friends.
5. Teacher mentions an activity and asked the students to give the correct greetings according to
the right times.
6. Teacher writes some sentences on the board and asked the students to join every two sentences
using and and but orally.
C Closing Activity
1. Students do exercises on pupils book page 8 and from works book page 8.
2. Students are asked to do exercise from work book on page 10.
3. Students are asked to do exercise from pupil book on page 11 and work book on page 11.
Fourth Meeting
A Opening Activity
1. Greetings asking students condition.
B Main Activity
1. Reviewing the lesson
2. Students are asked to set their desk in a test setting.
3. Students are asked to prepare their own writing tools. They are not allowed to borrow writing
tools while having the test.
4. Teacher gives the test sheet.
5. Teacher asks the students to begin the test.
6. Students who had finished the written test should continue to have the oral test (if time is
allowed)
7. Students are asked to set their desk in a test setting.
8. Students are asked to come forward in turn according to the attendance list to have their oral
test.
9. Teacher gives a blank drawing paper to each student. They may draw anything while waiting
for their turn.
C Closing Activity
1. Students submitted the test sheet.
2. Teacher gives some feedback from their oral test.
Reference/Media
- Teacher’s book : Young Learners Go: Move with English A, Frances Treloar, Jane Tompson,
Marshall Cavendish Education.
- Pupil’s book : Young Learners Go: Move with English A, Frances Treloar, Jane Tompson,
Marshall Cavendish Education.
- Work book : Young Learners Go: Move with English A, Frances Treloar, Jane Tompson, Marshall
Cavendish Education.
- Self made Flash Cards.
- Banner
- Audio CD
Evaluation
Aspect of Evaluation Evaluation
Technique Type of Instrument Instrument
Listening Paper and pen Problem Sheet attached
Multiple
choice
True/False
Completing
sentences
Answering
questions
Speaking Spoken Observation with Attached
score Range
Reading Paper and pen Problem sheet Attached
Spoken Multiple
choice
True/False
Completing
sentences
Answering
questions
Observation with
score Range
Writing Paper and pen Problem Sheet Attached
Multiple
choice
True/False
Completing
sentences
Answering
questions
Evaluation Explanation:
Each aspect has the same value.
Note
……………………………………………………………………………………………………
…………………………………………………………………………………………………………
In Acknowledgment of, Jakarta, July 2015
Principle of SD IT Ibnu Sina English Teacher
Niken Tri Astuti, S.Pd Lily Fillaily, S.S
NRPY: 06071232 NRPY: 06071234
