Nury Supriyanti, M.A. supriyanti_nury@uny.ac.id

1. Nury Supriyanti, M.A. supriyanti_nury@uny.ac.id

2. Welcome to the world of education the world of English teaching

3. Designing Lesson Plans NurySupriyanti, MA

4. English Teachers being professional • a basis of scientific knowledge, • a period of rigorous study which is formally assessed, • a sense of public service, • high standard of professional conduct, • and the ability to perform some specific demanding and socially useful tasks in a demonstrably competent manner.

5. Professional English Teachers should have the following knowledge as proposed by Mary Spratt in the TKT module

6. Teacher Knowledge 1. Language and background to language learning and teaching • 1.1. Describing Language and Language Skills • 1.2. Background to Language Learning • 1.3. Background to Language Teaching 2.. Lesson Planning and Use of Resources for Language teaching • 2.1. Planning and preparing a lesson or sequence of lesson • 2.2 Selection and Use of Resources and Materials 3. Managing The teaching and Learning Process • 3.1. Teachers’ and learners’ language in the Classroom • 3.2. Classroom Management

7. What has been quoted above is only the knowledge. • Knowing and practicing what we know are two different things. • Therefore, teachers should also be supplied with knowledge on classroom practices

8. Why Lesson Planning? • Harmer (2001) For students, evidence of a plan shows them that the teacher has devoted time to thinking about the class. It strongly suggests a level of professionalism and a commitment to the kind of preparation they might reasonably respect. Lack of a plan may suggest the opposite of these teacher attributes

9. About Teaching English in the School System It needs an understanding of how teaching and learning are expected to be. The understanding covers • the current curriculum • syllabus designs : structural, notional, theme-based, text-based, situational, content-based, competency-based etc. a structural syllabus is a syllabus which is designed based on structural items.

10. Understanding SK and KD • SK and KD are taken from SI. A careful reading of UU Sisdiknas and other documents will help us understanding the whole picture. • RPP (Rencana Pelaksanaan Pembelajaran) is very crucial in micro teaching. Students should be well trained in writing the plan. In writing the RPP there are steps that should be taken with care.

11. Some significant steps need a good understanding of SK and KD 1. Studying carefully StandarIsi to get information on all about the teaching of English for each level of schools (SMP/MTs, SMA/MAN, SMK) 2. Quoting the SK and understanding it Learning the terminology and the concepts 3. Quoting the KompetensiDasar (Basic Competencies) Learning the terminology and the concepts What we teach according to StandarIsi

12. 4. Formulating the indikator (Indicators) Considering the tujuan, the materials, the langkah2 kegiatan, the penilaian 5. Formulating the tujuanpembelajaran (Aims) looking at the SK, the KD understanding the nature of language functions understanding the nature of spoken and written language

13. Text : a continuous stretch of (especially spoken language) larger than a sentence, often constituting a coherent unit, such as sermon, argument, joke or narrative Crystal 1992:25) A text is any stretch of language which is held together cohesively through meaning

14. Types of Text • Short Functional Texts : letters, announcement, sms, public notices • Monologues and dialogues (interpersonal or transactional) • Spoken and Written text types (Recount, narratives, procedures, descriptive texts, explanation, discussion, debate, public speaking, technical documents)

15. Materials in RPPincludes the elements making up a text Language Sample 1. A : Good morning. How are you ? B : Good morning. Fine thank you. 2. A : Hello, I’m Nina. Nice to meet you B : Hello, I’m Renny. Nice to meet you, too • Kosakata terkait tema / jenis teks. • Verbs : live, meet, do, stop, have • To be : is, am, are • Personal Pronouns : I, you, we, they, he, she, it • Gambits, standard expressions

16. Methods and Procedures 7. Writing the metode pembelajaran (Teaching Methods) using appropriate methods • PPP (Presentation Practice Production, • TPR (Total Physical Response) • CTL (Contextual Language Learning) • Task-based approach • ESA ( Engage, Study, Activate) • Four Steps (BKOF, MOT, JCOT, ICOT) • Five Steps (BKOF, MOT, JCOT, ICOT, LRT)

17. Methods and Procedures 8. Designing langkah-langkah pembelajaran (Teaching Procedure) Looking at the teaching method in number seven and follow it with a good understanding 9. Designing the penilaian (evaluation) Looking at all of the elements especially the language skills (listening, speaking, reading and writing). Using your knowledge on evaluation in language teaching and language testing (look at good textbooks for ideas)

18. Checking the form and use of grammatical structure • Checking the spelling, pronunciation and use of lexical items • Anticipating learners’ difficulties • Looking for new approaches to teaching lessons and new classroom activities • Finding out how to use materials in your course books • Getting advice about particular lessons or teaching materials • Teachers need to always update their knowledge on language and technology • Selection and Use of Resources and Materials

19. Evaluation • Designing the penilaian (evaluation) • Looking at all of the elements especially the language skills (listening, speaking, reading and writing). • Using your knowledge on evaluation in language teaching and language testing (look at good textbooks for ideas)

20. Let’s practice: writing a lesson plan based on the school-based curriculum

21. Thank you Have a great lesson planning!