LESSON PLAN
School : SMA
Subject : English
Material : A
monolog: Reason and Impact (Analitical Exposition)
Skill : Listening
Class/semester : XI
IPS2
Time
allocation : 2 X 45 minutes
A.
Standard
Competence
Understanding
the meaning of transactional and interpersonal conversations in formal and
continuing (sustained) in the context of daily life.
B.
Basic
Competence
Responding the meaning in a conversation transactional (to get thing done) and
interpersonalofficial and continues (sustained) accurately, fluently and
acceptable that use different languages spoken in the context of daily life and involves
follow-tutu: advise, warn, passed the request , and expressed feelings of
relief, pain and plerasure.
C.
Indicators
1. Cognitive
Product
a.
Students
answer the question of monolog about reason and impact of analitical exposition
b.
Students
make generic structure of the monolog about reason and impact of analitical
exposition
process
a.
Students listen of monolog
about reason and impact of analitical exposition
b. Students answer the question of monolog
c. Students discuss the answer of
questions of monolog
d. Students identify reason and impact of
monolog about analtical exposition
e.
Students
make generic structure of monolog about analitical exposition
2. Affective
a. Characters : honest, creative, critical and logical,
responsible
b. Social
skill : asking question, giving idea and
opinion, communicating in a good
manner.
3. Psychomotor
Students
listen the monolog and answer the questions of monolog about analitical
exposition
Teaching and learning
objectives
1. Cognitive
Product
a.
Students
are able to answer the question of monolog about reason and impact of
analitical exposition
b.
Students
are able to make expressing warning of the mnolog about reason and impact of
analitical exposition
Process
a.
Students are able to listen of monolog
about reason and impact of analitical exposition
b.
Students
are able to answer the question of monolog
c.
Students
are able to discuss the answer of questions of monolog
d.
Students
are able to identify reason and impact of monolog about analitical exposition
e.
Students
are able to make generic structure of monolog about analitical exposition
2.
Affective
a. Students are actively
involved in teaching and learning activities showing the particular characters
(honest, creative, critical and logical and responsible
b.
Students can work
cooperatively in teaching and learning actuate
by asking questions, giving idea and opinion and communicates in a good
manner.
3. Psychomotor
Students are able to listen the monolog and to answer the questions of
monolog about analitical exposition
D.
Material :
A
monolog : Reason and Impact (analitical exposition)
E.
Teaching
Method / Technique
1.
Method : Audio Lingual
2. Technique : Audio
F.
Activities
Plan
1.
Opening Activities (10
minutes)
a.
Greeting and checking
student attendance
2. Main
Activities (70 minutes)
a.
Students listen of monolog
about reason and impact of analitical exposition
b.
Students
answer the question of monolog
c.
Students
discuss the answer of questions of monolog
d.
Students
identify reason and impact of monolog about analitical exposition
e.
Students
make generic structure of monolog about analitical exposition
1.
Closing Activities (10
minutes)
a. summarizing
the lesson
b. giving
homework
c.
closing the lesson
G.
Learning
Sources
1. English
zone book year of
XI class
H.
TOOL AND MEDIA
Laptop
Speaker
I.
EVALUATION
1.
Technique : listening test
2. Form : listening of monolog about reason and
impact (analitical exposition)
|
Disetujui,
Guru Pamong
IvikaAngreini, S.Pd
NIP. 19641210 199412 1 001
|
Bengkulu, November 2012
Guru Praktikan
Heri Kusnadi
NPM. 112 111 0152.P
|
|
Mengetahui
Dosen
Pembimbing Lapangan
Sinarman
Jaya M.Pd
NBK
. .
|
|
Analytical Exposition
Pengertianataudefinisi analytical exposition text
sebenarnyasangatmudahdipahami.Secarabahasa, “Analytical” bermakna, “examining
or liking to examine things very carefully” (Cambridge).Artinya,
(sukamemeriksa / mengujisesuatusecarahati-hati).Sedangkanmakna exposition
sendirisudahpernahsayajelaskanpadatulisantentang hortatory exposition, yaitu “a
comprehensive description” ataupenjelasansecaraluas.
Dengandemikian, pengertian Analytical Expositionbisadipahamisebagai
text yang
mencobamemberikanpenjelasansecarakomprehensiftentangsuatumasalahdenganmenampilkanpendapat-pendapatpendukungsecarahati-hati.
Sedangkantujuanutama analytical exposition text iniadalah, “
to attempt to persuade the reader to believe something by presenting one side
of the argument.” Artinyamencobameyakinkanpembaca agar
mempercayaisesuatudenganmemberikansatusisipendapatsaja.”Mengacupadatujuan
analytical exposition ini, halinitidakbermaknabahwadalam analytical exposition
berisisatuargumensaja, akantetapiberisiberbagaiargumen yang memilikitujuansama.
Generic Structure of Analytical Exposition
Perbedaansusunanantara
hortatory exposition dengan analytical exposition
hanyalahpadastrukturterakhirnyasaja.Jikahortatory expositiondiakhiridenganrecommendation,
analytical expostiondiakhiridenganconclusion.Untuklebihjelasnyamarikitasimak
di bawahini:
Thesis
Sepertipadajenistekslainnya, thesis
iniberisipandanganpenulistentangsuatumasalahsecaralebihsederhana.
Untuklebihjelasnyasilahkanbacapenjelasanmengenai thesis statemenpadatekshortatory.
Series of Argument
Series of Argument
berisibeberapapenjelasanlanjutandariketerangansederhanadalam thesis
statement.Ketikamenulis argument ini, diusahakan agar
lebihtelitilagikarenapadabagianinilahsebuahtulisanbisamempengaruhipembaca.Jikaperlu,
sertakanpendapatmenurutparaahli.
Conclusion
Conclusion
seringjugadisebutdenganreiteration.Padabagianini, kitahanyadituntutuntukmenyimpulkan,
ataulebihsederhananyakitamengungkapkankembaliapa yang dijelaskanpada thesis
statement.
Example of text analitical
exposition:
Watch your Kids While Watching TV
Television becomes
one of the most important devices which takes place in almost houses. It can
unite all members of the family as well as separate them. However, is it
important to know what your kids are watching? The answer is, of course,
absolutely “Yes” and that should be done by all parents. Television can expose
things you have tried to protect the children from, especially violence, pornography,
consumerism and so on.
Recently, a study
demonstrated that spending too much time on watching TV during the day or at
bedtime often cause bed-time disruption, stress, and short sleep duration.
Another research
found that there is a significant relationship between the amount of time spent
for watching television during adolescence and early adulthood, and the possibility
of being aggressive.
Meanwhile, many
studies have identified a relationship between kids who watch TV a lot and
being inactive and overweight.
Thesis : danger for child of
watching TV
Arguments : Limit
television viewing to one-two hours each day
Do
not allow your children to have a TV set in their own bedrooms
Review
the rating of TV shows which your children watch
Conclution : kids who watch TV a lot and being
inactive and overweight.
EXERCISE FOR STUDENTS
A.
Listen this the monolog A. Then, answer the questions.
Before
we are going to smoke, it is better to look at the fact. About 50 thousands
people die every year in Britain as direct result of smoking. This is seven
times as many as die in road accidents. Nearly a quarter of smokers die because
of diseases caused by smoking.
Ninety percent of lung cancers are
caused by smoking. If we smoke five cigarettes a day, we are six times more
likely to die of lung cancer than a non smoker. If we smoke twenty cigarettes a
day, the risk is nineteen greater. Ninety five percent of people who suffer of
bronchitis are people who are smoking. Smokers are two and half times more
likely to die of heart disease than non smokers.
Additionally, children of smoker are
more likely to develop bronchitis and pneumonia. In one hour in smoky room, non
smoker breathes as much as substance causing cancer as if he had smoked fifteen
cigarettes.
Smoking is really good for tobacco
companies because they do make much money from smoking habit. Smoking however
is not good for every body else.
1.
What
is the topic of the talk?
2.
What
does the speaker want to persuade the listeners?
3.
Mentions
some facts to the thesis statement?
4.
What
is the conclusion of the talk?
5.
Complete
the structure
Thesis :
Arguments : 1.
2.
3.
4
Conclusion :
B.
Listen to the monolog B. Then, choose the best answer.
Smoking cigarettes
is the single gretest cause of lung cancer. Smoking cigarette or a pipe also
increases the risk of lung ancer. Tobacco smokng causes as many as 90 percent
of lung cancer in men and about 78 percent of those in women. Exposure to
secondhand smoke that is in haling the Tobacco smoke of smokers has occured in
most of the remaining cases substances in Tobaccco damage the cells in lungs
and over time the damaged cells can become cancerous. The great majority of
lung cancer cases could be revented and thousands of lives could be saved each
if people quit smoking.
1. Smoking cigaratte is
a.
The
greatest cause of the lung cancer
b.
The
ony cause of lung cancer
c.
A
habit that only causes lung cancer
d.
Tha
cause of all cancer cases
2. It has been proven that
a.
Men
and women have the same risk lung cancer
b.
Oly
men Have a great risk of lung cancer
c.
All
women have a great risk of lung cancer
d.
Men
who smoke have greater risk og lung cancer
3. The expression secondhand smoke refers to
a.
Common
exposure cases of smoking
b.
Non
smokers who inhale tobacco smoke
c.
The
remaining cigarette to be exposed
d.
The
act of inhaling most tobacco smoke
4. Tobacco contains materials capable of
a.
Bacomming
cancer
b.
Sustaining
lungs
c.
Preventing
cancer
d.
Damaging
cells
5. One conditions to prevent cancer and save lives is
a.
When
people quiet smoking
b.
When
quiet people smoke
c.
When
people are quietly smoking
d.
When
quiet all people smoking
KEY ANSWER
A.
1. Imfact of smoking
2. To imform the listeners what the impact smoking, before wa are going to
smoke
3. _50 thousandth people die in Britania
_ninety
persent of lung cancers are cause by smoking
4. Smoking is really bad habbit and not good
for everybody else
5. _thesis :
smoking is very dangerous
_argument : 1. 90 % of lung cancer cause bronchities
2. Child can develop bronchities and
pneumonia
3. 50.000 people died in Britain each year
4. Smoking is only good for tobacco companies
because they can get money from smoker
B.
1. A
2. D
3. D
4. D
5. D
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