Lesson Plan
School : Vocational High School (SMK)
Subject Lesson : English
Class/Semester : XI/1
Focused Skill : Reading
Integrated Skill(s) : Writing, Speaking, Listening
Date : January 6th, 2016
Time : 15.30 pm till 17.00 pm
Theme : Environment
Topic : Air Pollution
Core Competence
KI 1 : Comprehend and practice the precept of
religion adhered.
KI 2 : Comprehend
and practice the honest behavior, discipline, responsibility, caring (community
self-help, cooperation, tolerance, peaceful), polite, responsive and proactive
attitude and showing as part of the solution of various problems in interacting
effectively with the social and natural environments as well as in putting
yourself as a reflection of the notion in the word association.
KI 3 : Comprehend,
implement, and analyze factual knowledge, conceptual, procedural, and based on
sense of curiosity about science, technology, art, culture, and humanities with
insight into humanity, nationality, state of the union, and the associated
cause civilization phenomena and event in specific areas of work to solve the
problem.
KI 4 : Cultivate,
reasoning, and provide in the realm of concrete and abstract domains associated
with the development of which he had learned in school independently, and be
able to carry out specific tasks under direct supervision.
Basic
Competencies
Thanks to the opportunity to learn
English as a companion international language communication which is manifested
in the spirit of learning.
2.4
Demonstrate
behavior manners and care in performing the interpersonal communication with
teachers and friends.
2.5
Shows
honest behavior, disciplines, confident, and responsible in performing
transactional communication with teachers and friends.
2.6
Shows
responsibility behavior, caring, cooperation, and peaceful, in carrying out the
functional communication.
3.9
Analyze text structure
and linguistic elements to carry out social functions of scientific factual texts
(factual report) by stating and
inquire about the factual scientific text about people, animals, objects,
symptoms and natural, and social events, simple, appropriate with the context
of learning in other lesson in grade XI.
4.13 Capture the meaning in scientific
factual texts (factual report), oral
and written, simple, about people, animals, objects, symptoms and natural, and
social events, related with other subjects in grade XI.
Learning Objectives
At the end of the lesson, students should be able to;
1. Moral values : We should
preserve our environment for our future generation.
2. Aim of the lesson : Students
should be able to explain the most effective way to preserve nature and also be
able to use concord correctly.
3. Social function : Obtain
a general view about objects, animals and nature, events/symptoms objectively
and scientifically.
4. Text structure : Main
idea and specific information.
- Mention of the type or class of the
object is displayed.
- The description includes the name of
the object, the parts, properties and behaviors that are commonly found/seen.
5. Linguistics elements :
5.1 The
vocabulary about the objects/animals/nature of the observe symptoms: a lot of
scientific terminology.
5.2 The
verbs words of condition such as; be, have, look, need, breed, etc., in a
simple present or simple past.
5.3 The
use of nominal; singular and plural correctly, within or without a, the, this, those, my, their, etc.
correctly in a nominal phrase.
5.4 Pronunciation,
diction, and intonation.
5.5 Spelling
and punctuation.
6. Give at least 4 views about the
video clip.
7. Share at least 3 ideas during the
brainstorming session.
8. Present at least one effective
method to preserve environment.
9. Fill in the blanks with correct
concord with at least 5 correct answers out of 6 blanks.
10. Fill in the blanks with at least 8
correct answers out of 10.
Syllabus Specification:
1.1
Obtain
information for different purposes by reading materials
in print such as reports and articles and using other electronic media such as blogs
(Internet).
Approach and Learning Method:
1.
Approach :
Scientific
2.
Learning Model :
Discovery Based Learning
3.
Learning Method :
Problem-Based Learning (PBL), Mobile learning
Teaching and Learning Procedure:
Teacher’s activity
|
Student’s activity
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Teaching Aids
|
Comment(s)
|
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Induction |
Teacher shows a video clip entitled
‘A letter Written in the year of 2070’ to the students.
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Students watch the video clip
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LCD, Projector, Laptop
|
|
Pre- Reading
|
1.
Teacher
asks students what they understand from the video clip.
2.
Teacher
shows 3 pictures and asks 5 questions (related to the pictures) to the students
(Refer to Figure 1)
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Students share their views
Students answer the questions
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LCD, Projector, Laptop, Pictures
|
|
While- Reading
|
1.
The
students then are divided into groups of 7. There are 5 groups.
2.
With
all the information available, the teacher gives a table that contains three columns,
namely, ‘K’ stands for ‘Know’, ‘W’ stands for ‘want to know’, and ‘L’ stands
for ‘learned to each group’. (Refer to Figure 2)
3.
The
teacher instructs the students to discuss about what they know about the
topic and fills the ‘K’ column and fills up what they want to know in the ‘W’
column and 5 minutes are given for this task.
4.
Later
on, the teacher distributes an excerpt to each of the group. (Refer to figure
3)
5.
Each
group gets a different excerpt.
6.
The
students need to read the excerpt in a blog,
and with the guidance of the questions that are given below the excerpt, they
need to discuss with the group members and find out the answers for the
questions and also complete the final column, that is what they have learned
(L column) based on the excerpt.
7.
The
teacher gives 2 minutes for them to read silently and teacher asks them for
difficult words. If there is any, the teacher tries to teach the word from the
context. Other students are encouraged to help as well.
8.
Then,
5 minutes given for the students to conduct discussion among the members in
the group to answer the questions
9.
Immediately
after that, the students need to present the answers to the class which
indirectly explains about the excerpt that they have. Other groups need to
listen and write down the given information in the ‘L’ column. The
presentation should focus on the second question which asks the students to
come out with the most effective method to preserve the environment.
10.
At
the end of this task, the ‘L’ column of each group consists of information
given by the other groups.
11.
After
all the groups have presented, teacher asks whether they have acquired the
information that they want to know in the ‘W’ column. If there are still some
students who have not get the information, firstly, the teacher allows the
other students to help these students. If the students could not provide the
information, the teacher will ask the students to find the information and
this task is given as homework.
|
Students form their group.
Students fill in ‘K’ and ‘W’
column and posting
it in a blog that have been explain previously.
Students fill in the ‘L’ column
Students clarify the words which
they are not sure about the meaning
Students discuss in their group
and answer the questions
Students present and fill in the
‘L’ column and give feedbacks
Students raise up the questions in
the ‘W’ column
|
KWL Sheet, Excerpts,
|
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Post- Reading
|
1.
Teacher
picks one of the excerpts and uses it to teach the students on how to use
concords (Refer to Figure 4
2.
Teacher
gives a working sheet which consists of a passage where the students need to
fill in with the correct concords (Refer to Figure 5)
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Students complete the task
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Consolidation
|
Teacher recaps the lesson by
asking how we can save water and highlights the usage of concords
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Students answer the questions
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Closure
|
Teacher
gives questionnaire which mostly related to the personal experiences of the
students, the questions do not involve facts and as stated above, the answers
are related to the personal response of the students to the topic. (Refer to
Figure 6)
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Follow up activities
|
Students should find information
for the unanswered questions in ‘W’ column
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Teacher’s
comments:
Supervisor’s
comments:
·
All of the appendices will be posted in a blog so the
students can give an opinion and do an assignment.
Appendices
Figure 1
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Figure 2
K-W-L Sheet
K
(Know)
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W
(Want to know)
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L (Learned)
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Figure 3
The excerpts for While-
Reading
Part 1
The main cause of global warming is air pollution. Air
pollution is the release of particles into the air from any
burning activities such as burning fuel for energy. Burning fuels such as coal and oil produces
a large amount of greenhouse gases. Example of greenhouse gases is Carbon
Dioxide. These greenhouse gases rise
into the atmosphere and trap the
heat, keeping heat from releasing. Thus the temperature increases.
Questions:
Ø
What is this
part about?
Ø
Think of the
most effective way to preserve the environment and explain why you think this
method will be effective.
Part 2
We can prevent global warming by
reducing the use of cars. This can be done by using public transportation as it reduces one's individual greenhouse gas emissions to the
atmosphere. Besides that, we can use bicycle to travel in a short distance. If the
emission of the greenhouse gases is reduced, we can ensure that clean air and
water will remain for future generations.
Questions:
Ø What is this part about?
Ø
Think of the
most effective way to preserve the environment and explain why you think this
method will be effective.
Part 3
Each person can play an important role
in helping to reduce global warming. Thus, a person should educate himself
about global warming. He should learn about the techniques that can be used to
prevent global warming. He can get the information from the campaigns organized
by the government, mass media such as internet and television and etc. With the
knowledge that he has, he will be able to persuade others to make simple but
effective changes in daily behavior.
Questions:
Ø What is this part about?
Ø
Think of the
most effective way to preserve the environment and explain why you think this
method will be effective.
Part 4
One of the effects of global warming is rising of the
sea level. With increasing average global temperature, the water
in the oceans expands in volume. Besides that, due to the high temperature, the
icebergs will melt and this also increases the volume of the water. As the
volume increases, phenomenon as ‘flash flood’ will occur. ‘Flash flood’ is a
rapid flooding of river or streams which is caused by heavy rainfall.
Questions:
Ø What
is this part about?
Ø
Think of the
most effective way to preserve the environment and explain why you think this
method will be effective.
Part 5
Population growth contributes to global warming. There
is a clear link between the problems of global warming and overpopulation, as
increases in CO2 levels follows growth in population. Thus, more greenhouse
gases are released to the atmosphere. Besides that, we have too many people on
Earth, who are using technologies that are destructive for the Earth.
Questions:
Ø What
is this part about?
Ø
Think of the
most effective way to preserve the environment and explain why you think this
method will be effective.
Figure 4
The main cause of global warming is air pollution. Air
pollution is the
release of particles into the air from any burning activities.
Examples of burning activities are burning fuel for energy. Burning fuels such as coal and oil produces a large
amount of greenhouse gases. Example of greenhouse gases is Carbon Dioxide. These greenhouse gases rise into the atmosphere and trap the heat, keeping heat from
releasing. Thus the temperature increases.
Figure 5 (Rational Cloze)
Scientists have found that a mother's exposure to
certain chemicals which are widely found in urban air can adversely affect
a child's intelligence
level. Polluted air is
bad for kids' developing brains and could also be contributing to the dumbing
down of Americans. These chemicals are released into the air from burning activities. The new
study, funded by the National Institute of Environmental Health Sciences
(NIEHS), the U.S. Environmental Protection Agency and several private
foundations, found that youngsters exposed to high levels in New
York City had full scale and verbal IQ
scores that were
4.31 and 4.67 points lower than children with less exposure to these chemicals.
In addition to avoiding living in polluted cities if at all possible, there are other strategies
parents can turn to in order to protect and even boost the brain power of their
children. For example, as reported in NaturalNews,
breastfeeding babies raises IQ levels and fish oil has been shown to improve
intelligence levels of teens. Another smart idea is avoid exposing your offspring to neurotoxic
chemicals such as fluoride
.
Figure 6 (Questionnaires)
- You were walking at your neighborhood and saw your neighbor was burning garbage in an open place. What you will do?
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- Your school is situated only 1 km from your house. How you will travel? Give reasons for your answer.
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