LESSON PLAN
PAGE Widiandaru WiryawanPage 67/7/2009
LESSON PLAN
Level
: Rainbow 2 / ET 2
Lesson
: Lesson One
Skills Focus
: Integrated (Speaking)
Materials
: Text Book pp. 1-6
Teaching Aids
: Tape, Cassette, Pictures
Personal Aims
: Improving my instruction
Terminal Objectives: SWBAT locate things in their room
orally
Assumptions
: Students may not know the preposition of place yet.
StageEnabling ObjectivesProcedures & TechniquesInteraction
patternsduration
MOTIVATING STRATEGIES SWBAT state the target vocabulary: bed,
window, desk, wardrobe, rug, poster, bookshelf. T brings a picture
of a bedroom and asks the students what objects they see in the
picture and where it is located;
Ss compare it with what they have in their bedroom and the
objects location.T: What picture is this?
Ss: it is a bedroom.
T: Okay, now tell me the objects in the bedroom.
Ss: bed, desk, chair, window, rug, bookshelf, etc.
T: Where is the teddy bear?
Ss: Its on top of the bed.
T: Where are the books?
Ss: Theyre in the shelf.T: Is there a chair under the bed?
Ss: Yes, there is.
T: Are there shoes on the floor?
Ss: No, there arent.Etc.10
Presentation SWBAT know the objective of the lesson; T conveys
the objective of the lesson;T: Do you know what we are going to
learn about?
Ss: huh??T: We are going to learn how to locate objects in your
room, using the word there is/are, preposition of place, and
articles a/an. Etc.3
PRESENTATION SWBAT know how to describe the words there is/are;
preposition of place; and articles a/an T asks Ss to do activity 2
while listening to the recording;
T checks the Ss answers, then elaborate on the grammar points
there is/are from the previous activity; T elaborate on how to make
question Is/Are there using there. T asks Ss to do activity 3;
T checks the Ss answers, then elaborate on the grammar points
preposition of place from the previous activity; T explains grammar
points there is/are, article a/an, preposition of place.T: Lets do
activity 2. Listen to the recording and fill in the blanks.
Ss: Yes sir. (Ss do the activity for 5 minutes)
T: Times up. So, whats the answer for no. 1?
Ss: a bed sir.
T: Good, now say it with the complete sentence please.
Ss: There is a bed in the left corner.
T: Ok class, so when do we use there is?
Ss: when there is only one object.
T: And when do we use there are?
Ss: when there are two objects.T: Now, where do I put my marker?
(T puts his marker in his pocket).
Ss: Its in your pocket.
T: Very good, wheres the marker now? (T puts his marker under
the table).
Ss: Its under the table. Sir. Etc.15
SKILLS PRACTICE SWBAT use the expression there is/are,
preposition of place, and articles a/an. For activity 4-5, T will
show another bedroom picture and try to elicit the difficult
vocabularies in those pictures.
Then, T will pair the students, they have to point some objects
in the pictures of bedrooms.
S A will explain first picture, and S B will explain the second,
using there is/are and article a/an.
When A explains the room, B is having difficulties hearing and
asks for confirmation using where is/are.
A then will confirm the objects by using preposition of
place.
They will switch role explaining their rooms when T claps
his/her hands.
When there are an odd number of Ss: A will explain the room; B
will ask where the object is; and C will affirm the location.T:
Well done, now lets pair up. Look at the pictures. Suparto get the
first picture, and Nunung get the second. Parto point and say one
object location in his picture using there is/are. Then Nunung will
ask where the object is/are. Parto answers Nunungs question with
preposition of place. When I clap my hands then they will switch
their role.
Example:
Parto: Theres a rug beside the bed.
Nunung: Where is the rug?
Parto: Its beside Georges bed.
Special Case:
Parto: There are some birds on the wall.
Nunung: Where are the birds?
Eko: They are on the wall.20"
SKILLS PRACTICE SWBAT use the expression there is/are,
preposition of place, and articles a/an. For activity 6-7, T
creates 2 groups and distributes a different picture for each
group. Grouping techniques: T will distribute cards with different
colored word (blue and red). Groups will be divided according to
the coloring. Ss must keep their cards as it will be used in the
next activity.
They mustnt tell the other group their own picture. To guess the
other groups objects location, they must ask Yes/No questions. Each
group has approximately 3 minutes to ask their opposing group. The
group who guess the most objects with the right location wins.T:
For this activity Ill divide you into two groups. First, this is a
set of cards. It has different colored word. Please, pick one, but
dont open it before I told you so. If you have the blue cards, move
to the left side. If you have the red cards, move to the right
side. Do you understand? Ok? Please pick it now. (Ss pick their
cards, and divided according to their color)
T: Next, Ill give two different pictures for each group. Dont
tell the other group about your picture. Ask other group yes/no
question, based on what we have learned. Guess their bedroom
objects location. You only have 3 minutes. There is no
spokesperson. You must take turns when asking your friends. The
group who guess the most objects with the right location wins.
Group 1: Is there a cat in your picture?
Group 2: Yes, there is.
Group 1: Is it on top of the desk?
Group 2: No, its not.20
SUMMING UP SWBAT review on how to locate objects orally. T asks
Ss what they have learnedT: So, what have we learned today?
Ss: Locating objects in our bedroom.
T: How do we do that?
Ss: We use the preposition of place.
Etc.2
SWBAT specify objects in their friends room orally. T asks Ss to
do Activity 8 in pairs.
Pairing techniques: The cards have two identical words. The Ss
have to mingle to find the cards that are alike, by using the
grammar points. T has to be aware of Ss that are not using the
grammar points appropriately. Example:
Sentences on a card: a clock on top of your desk. Ss 1: Is there
a clock on top your desk? Ss 2: Yes, there is. Those students are
now paired. Ss are to find out if their partner has the objects
from the grid in their own bedroom by interviewing them.
Each S will report to the class about their findings orally.T: I
want you to work in pairs. Please look at your cards, one of your
friends has similar objects in their cards. Mingle around and find
your partner. Please use the appropriate question/answer from the
grammar points today. Do you understand? Okay, now go!
(Ss are mingling to find their partner)
Please interview your partner to fill in the grid in Activity 8.
Then, switch place when youve finished. After that, report your
findings to the class.
Example:
Parto: Is there a bed in your bedroom?
Nunung: Of course, there is.
Parto: Where is it?
Nunung: Its next to my wardrobe.Etc.
Parto: My interview with Nunung, she has a bed next to her
wardrobe. Etc. 15
ASSESSMENT SWBAT evaluate the recording and create a room from
what they have heard. T has already drawn simple furniture on the
whiteboard to guide the Ss.
T asks Ss to listen to the recording and do Activity 9 to draw
the location of the objects from what they have heard.T: Now,
listen to the recording. Draw a picture from what youve heard in
the space provided the objects mentioned. You dont have to draw a
bed, simply a square and write bed on it, like this (T points at
the whiteboard).
Ss: Okay.10
SWBAT create a floor plan of their own bedroom and talk about it
before the class. T asks Ss draw a picture of their own bedroom,
and talk about it before the class.
T reminds Ss to use the grammar points learned.
Other Ss are allowed to ask questions to the speaker after
he/she finishes talking.T: Have you finished your drawings? Now
next assignment is, draw your own bedroom! When youve finished,
each of you will stand up here, and tell the class about your room.
Remember, use there is/are, articles a/an, and preposition of
place, okay?
Ss: Okay. (Ss draw the picture)
Parto: There is a bed in the corner of the room. Theres a pillow
on the top of the bed. Theres my desk beside the bed. There are
books on the top of it. Under the desk there is a rug. Udah
sir?
T: Very good Parto, any question for Parto? 15
Post Activity----
Note:
1. This is a very good lesson plan. Very detailed and
consise.
2. However you need to identify which activity is S-S or
T-S.
