Lesson Plan

School : Senior High School

Class / Semester : VIII / Ganjil
Material : Asking and Giving Permission
Time : 4x40 Minutes (2 meetings)

A. Core Competencies and Basic Competencies

Core Competencies Basic Competencies
1. Appreciate and live the religious 1.1 Be grateful for the opportunity to learn
teachings that are asked. English as a language of international
communication instruction.
2. Appreciate and live honest behaviour, 2.1 Appreciate polite and caring behaviour
discipline, responsibility, care, (tolerance, carrying out interpersonal
mutual cooperation), politeness, communication with teachers and
confidence, in the social and natural friends.
environment in the term of association 2.2 Appreciate honest, disciplined, and
and existence. responsible behaviour in carrying out
transactional communication with
teachers and friends
2.3 Respect responsible behaviour, caring,
cooperation, and peace-loving, in
carrying out functional communication.
3. Understanding knowledge (factual, 3.1 Understanding the social function, text
conceptual, and procedural) based on structure, and linguistic elements in the
curiosity about science, technology, art, expression of self-introduction, and its
culture related to phenomena and visible response, in accordance with the context
events. of its use.
4. Trying, processing, and presenting in the 4.1 Writing oral and written texts is simple to
concrete realm (using, unravelling, express, and respond to self-
stringing, modifying, and creating) and introduction, very briefly and simply, with
abstract realms, writing, reading, attention to the social function, structure
counting, drawing, and composing) of the text, and linguistic elements that
according to what is studied in school are correct and appropriate to the text.
and other sources that are the same as
the point of view/theory.

B. Learning Objectives
Students are expected to be able to:
o Students are able to determine the social function, text structure, and linguistic
elements of some asking & giving permission writing texts.
o Students can use the right and related vocabulary in composing asking & giving
permission words and sentences.
o Students can use correct and precise pronunciation in composing asking and giving
permission words and sentences.
C. Character and Competencies Developed
PPK Hard work, responsibility, discipline, creative
4C Critical Thinking, Collaboration, Creativity, Communication
HOTS Aktivitas menganalisis, membuat, dan menghasilkan.

D. Learning Material
Asking & giving permission:
- Can I go out, please?
- May I open the window, please?
- Can I go to the toilet, please?
- Could you please pass me the book, please?

Giving Permission:
- Yes, you can/may/could.
- Yes, please do
- No problem

E. Learning Method
Approach : Scientific
Model : Project Based Learning
Method : Discussion, question and answer, assignment

F. Learning Activities
Meeting 1
Learning steps Description Time
Introduction • Teachers and students say 10 Minutes
greetings
• One of the students leads a
prayer together. (Religious)
• Teachers check the presence of
students (Discipline).
• Learners and teachers do ice
breaking activity (Can you help
me song)
• Learners are given a
perception/motivation by the
teacher by asking questions
related to the material to be
taught.
• The teacher explained the
purpose of learning at meeting-1
Core activities 1. Basic Question Determination Stage 60 Minutes
• Teachers ask questions to
students,
 - Now, if you don't bring a pen
or ruler, what
- Will you do?
- What will you say?
• The teacher conducts a
spontaneous dialogue with
several students to explore the
knowledge of students related to
the material.
• Learners are asked to form a
group of 2- 3 people.
• The teacher distributes exercise 1
to students
• The teacher presents a video
related to the material Asking and
giving permission.
• Learners are asked to listen and
watch animated video presented
and requested to answee the
exercise 1 given.
• Teachers and students discuss
exercise 1

2. Project Planning Design Stage

• Learners are divided into groups
of 2- 3 people
• Teachers and students discussed
to make an agreement for the
creation of the project to be
carried out (making role play
videos about asking and giving
permission).
• The teacher explains the project
to be carried out, informs the
tools, and materials needed to
complete the project and conveys
project assessment indicators.

3. Stage of Drafting Schedule

• Teachers and students prepare a
schedule of project
implementation activities
• The teacher emphasised the time
to complete the project.
 4. Stage of monitoring the activity and
progress of the project
• The teacher distributes exercise 2
to students
• Learners arrange the
conversation text in exercise 2 for
approximately 30 minutes
• Teachers monitor the activities of
students in making dialogue
drafts.
• The teacher checks the drafts
that have been made by students
and gives suggestions or input.
• The teacher said that the video
shooting was done outside of
learning hours so that at the next
meeting they were ready with
their respective videos.
Closing Activities • Teachers check the 10 Minutes
understanding of students and
they are given the opportunity to
ask questions if there are things
that have not been understood.
• Learners with the direction of the
teacher conclude the material
that has been discussed as well as
remind students of the creation
of projects that must be collected
at the next meeting.
• Teachers and students reflect on
the learning activities carried out.
• Teachers and students pray
together
• Closing greetings

Meeting 2
Learning steps Description Time
Introduction • Teachers and students say 10 Minutes
greetings
• One of the students leads a
prayer together. (Religious)
• Teachers check the presence of
students (Discipline).
• The teacher explained about the
follow-up activities that will be
carried out at today's meeting.
 • Learners play educational games
(wordwall) about expressions of
asking, giving, and refusing
permission.
Core activities 4. Monitoring of Project Activities and 60 Minutes
Development (Continuation)
• Learners reunite with their
respective groups
• The teacher asks the students
about the development of the
project (video) that has been
done.
• The teacher told the students to
send the video to the wa group.

5. Testing Project Results

• The teacher plays the video
results on the screen and asks
other groups to provide
responses/comments and
feedback.

6. Project Experience Evaluation

• Learners are given the
opportunity to express their
experiences, impressions, and
problems encountered while
working on the project.
• The teacher gives feedback,
reinforcement and appreciation
to the videos that have been
shown
Closing Activities • Teachers check the 10 Minutes
understanding of students and
they are given the opportunity to
ask questions if there are things
that have not been understood.
• Learners with the direction of the
teacher conclude the material
that has been discussed and
remind students to study the
material at the next meeting.
• Teachers and students reflect on
the learning activities carried out.
• Teachers and students pray
together
• Closing Greetings
G. Learning Sources and Media
1. Learning Sources
• English Language Curriculum
• When English Rings a Bell SMP/MTs Class VII Curriculum 2013 Revision 2016
2. Media
• Animated Video
• Power Point Slide
• LKPD

H. Assesment
✓ Attitude assessment
Behavioral Development
No Student Name Responsibility Tolerance Dicipline
4 3 2 1 4 3 2 1 4 3 2 1
1
2
3
4
dst

Instructions for valuing:

Final score using scale 1-4
Final score calculation using formula :
Score obtained x 4 = final score
Maximum score

Note:
4 = If you always consistently show attitude according to the aspect of attitude.
3 = If you often consistently show an attitude according to the aspect of attitude and
sometimes consistently show an attitude according to the aspect of attitude.
2 = If sometimes consistently showing an attitude according to the aspect and often not
according to the aspect of attitude.
1 = If you never consistently show an attitude according to the aspect of attitude.

✓ Assessment of Speaking Ability

No Aspect Description
1 Pronounciation 5 = Almost Perfect
4 = There is an error but it does not interfere with the meaning
3 = There are some mistakes that interfere with the meaning
 2 = Many mistakes interfere with meaning
1 = Too many mistakes interfere with meaning
2 Intonation 5 = Almost Perfect
4 = There is an error but it does not interfere with the meaning
3 = There are some mistakes that interfere with the meaning
2 = Many mistakes interfere with meaning
1 = Too many mistakes interfere with meaning
3 Fluency 5 = Almost Perfect
4 = There is an error but it does not interfere with the meaning
3 = There are some mistakes that interfere with the meaning
2 = Many mistakes interfere with meaning
1 = Too many mistakes interfere with meaning
4 Accuracy 5 = Almost Perfect
4 = There is an error but it does not interfere with the meaning
3 = There are some mistakes that interfere with the meaning
2 = Many mistakes interfere with meaning
1 = Too many mistakes interfere with meaning