"PUSKESMAS BAHASA INGGRIS" ANTOK & Friends
a centre of English course to train your English skill.

- English for young leraners
- English for Adult
- English private service
- Regural English course
- Preparation for Engliskh test ( SMPTN, Placement Test)

JL. Ngagel Dadi III A /10 Surabaya
www.antokpujianto.blogspot.com
Phone : (031)5041114
Mobile : 081230257395

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Sintak/langkah langkah Pembelajaran koopertaif

Fase
Kegiatam guru

Fase1
Menyampaikan tujuan dan memotivasi siswa Guru menyampaikan semua tujuan pembelajaran yang ingin dicapai pada pelajaran tersebut
Fase 2
Menyajikan informasi
Fase 3
Mengorganisasikan siswa ke dalam kelompok kelompok belajar Guru menyajikan inform kepada siswa


Guru menjelaskan kepada siswa untuk membentuk kelompok
Fase 4
Membimbing kelompok bekerja dan belajar
Guru membimbing kelompok kelompok belajar pada saat mereka mengerjakan tugas mereka
Fase 5
Evaluasi
Guru mengevaluasi hasil belajar ttg mhteri yg tlh dipljarsi, atau masing masing kelompok mempresentasikan hasil kerjanya.
Fase 6
Memberikan pengkhargaan Guru mencari cara cara untuk menghargai baik upaya maupun hasil belajar individu dan kelompok


Kriteria Penghargaan

Nilai rata – rata Kelompok Penghargaan Kelompok
15
20
25
Tim Baik (good team)
Tim Hebat (great team)
Tim Super (Super team)

Kritreria poin Perbaiakan
Apabila suatu skor kuis adalah ............. Seorang siswa mendapatkan .....................
Memperoleh nilai sempurna tidak memandang berapapun skor dasar 30 poin
Lebih dari 10 poin dari skor 30 poin score perbaiakan
Skor dasar sampai sepuluh poin diatas skor dasar 20 poin
Sepuluh poin dibawah sampai satu poin dibawah skor dasar 10 poin

How Many Words Do Students Need to Know?
Over the years, estimates of student vocabulary size have varied greatly, hindered in part by issues such as the types of vocabularies being considered (e.g., receptive/ productive or oral/print). Depending on how they approached such issues, early vocabulary researchers reported figures ranging from 2,500 to 26,000 words in the vocabularies of typical grade 1 students and from 19,000 to 200,000 words for college graduate students (Beck & McKeown, 1991). As researchers began to define more clearly what they meant by vocabulary size, the estimates became more precise. At the present time, there is considerable consensus among researchers that students add approximately 2,000 to 3,500 distinct words yearly to their reading vocabularies (Anderson & Nagy, 1992; Anglin, 1993; Beck & McKeown, 1991; White et al., 1990).

Adjective showing feeling

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : SMK PRAPANCA 2 Surabaya
Mata Pelajaran : BAHASA INGGRIS
Kelas/Semester : X/1
Pokok Bahasan : Adjective showing feeling use –ed and -ing
Alokasi Waktu : 2 X 45 Menit

I. Tujuan Umum Pembelajaran
Berkomunikasi dengan bahasa inggris setara level novice.

II. Tujuan Khusus Pembelajaran
Menyebutkan benda-benda, orang, ciri-ciri, waktu, hari, bulan dan tahun.

III. Indikator
• Siswa dapat mengetahui adjective yang digunakan untuk menggambarkan perasaan (sikap)
• Siswa dapat mengetahui perbedaan anntara adjective feeling use –ing and -ed
• Siswa dapat membuat kalimat dengan menggunakan adjective showing feeling use –ing and –ed.

IV. Metode Pembelajaran/ Tehnik :
Metode : Cooperative, Tanya jawab dan diskusi.
Pendekatan : Comunicative Learning.

V. Kegiatan pembelajaran
1. Membuka Pelajaran (20 menit)
• Greeting dan memberikan motivasi belajar kepada siswa.
• Melakukan presensi siswa.



2. Inti Pelajaran ( 60 menit)
Materi pokok.
• The present participle (-ing) digunakan untuk menggambarkan siapa atau apa apa yang menyebabkan feeling.
Example : I am boring
contoh kalimat diatas menggambarkan bahwa ‘I’ membuat orang lain merasa bosan/saya sedang bosan.
I don’t talk very much or do not have many interesting things to talk about.
• The past participle (~ed) digunakan untuk menggambarkan siapa yang mengalami perasaan bosan.
Example :I am bored, I am not interested in whatever is happening around me. Maybe I am in a boring lecture (the professor causes me to be bored) or I don’t have a good book to read at home and there is nothing interesting on television.

Common adjective which use –ing or -ed
amazing/amazed
amusing/amused
annoying/annoyed
boring/bored
challenging/challenged
confusing/confused
depressing/depressed
disappointing/disappointed
encouraging/encouraged
embarrassing/embarrassed
exciting/excited
exhausting/exhausted
fascinating/fascinated
frightening/frightened
frustrating/frustrated
insulting/insulted
interesting/interested
moving/moved
pleasing/pleased
relaxing/relaxed
satisfying/satisfied
shocking/shocked
surprising/surprised
thrilling/thrilled
tiring/tired
worrying/worried


3. Menutup Pelajaran (20 menit)
a. Mengulang ringkasan materi.
b. Memberikan pertanyaan secara langsung kepada siswa/ meminta siswa membuat contoh kalimat adjective showing feeling
c. Memberikan tugas.

VI. Media Pembelajaran
• Media Pembelajaran : Laptop, papan tulis,
• Bahan Pembelajaran : English for vocational School, English Dictionary, www.easyenglish.com

VII. Penilaian
a. Melakukan pertanyaan secara lisan.
b. Menilai hasil tugas dan keaktifan siswa.







Surabaya, 21 Nopember 2010
Mengetahui,

Guru Pamong Nama Mahasiswa


( ) (Pujianto)

Adjective clause

Adjective Clause.
Phrase : a group of words
Clause : group of words containing a subject and a verb.
Independent clause / main clause : kalimat lengkap yang dapat berdiri sendiri..
Dependent clause : kalimat yg tidak dapat berdiri sendiri dan harus dihubungkan dengan kalimat independent
• Who, Which, That (Used as subject)
Examples :
1. - Independent clause : The woman is my sister
- Dependent clause n : She sits over there
The woman who sits over there is my sister
The man that sits over there is my sister
2. - The book is mine
- It is on the table
The book which is on the table is mine
The book that is on the table is mine.

• Whom, which, that (Used as object)
Examples :
1. - The man is Mr. Jones
- I meet him
The man whom I meet is Mr. Jones
2. - The food is very delicious
- My mother cooks it for my dinner
The food which my mother cooks is very delicious

• Whose
Example :
1. - The students writes well
- I read her composition
The students whose composition I read writes well
2. - Mr. Jack has a beautiful painting
- Its value is inestimable
Mr. Jack has a beautiful whose value is inestimable.
3. - I know the man
- His bicycle is stolen
I know the man whose his bicycle is stolen

• Where
Example :
1. - The building is very old
- The students live there (in that buliding)
The building where the students live there is very old
2. - The beach is very beautiful
- We go there every weekend
The beach where we go there every weekend is beautiful.
• When
Example :
1. - I forget the day
- The party will be celebrate
I forget the day when the party will be celebrate.
- Summer is the time of year
- The weather is the hottest then

Present Cont. Tense

1. How do we make the Present Continuous Tense?

The structure of the present continuous tense is:
subject + auxiliary verb + main verb
be base + ing

Look at these examples:
subject auxiliary verb main verb
+ I am speaking to you.
+ You are reading this.
- She is not staying in London.
- We are not playing football.
? Is he watching TV?
? Are they waiting for John.


2. How do we use the Present Continuous Tense?

We use the present continuous tense to talk about:

* action happening now
* action in the future

Present continuous tense for action happening now

a) for action happening exactly now
I am eating my lunch.
past present future

The action is happening now.

Look at these examples. Right now you are looking at this screen and at the same time...

...the pages are turning. ...the candle is burning. ...the numbers are spinning.

b) for action happening around now

The action may not be happening exactly now, but it is happening just before and just after now, and it is not permanent or habitual.
John is going out with Mary.
past present future



The action is happening around now.

Look at these examples:

* Muriel is learning to drive.
* I am living with my sister until I find an apartment.

Present continuous tense for the future

We can also use the present continuous tense to talk about the future - if we add a future word!! We must add (or understand from the context) a future word. "Future words" include, for example, tomorrow, next year, in June, at Christmas etc. We only use the present continuous tense to talk about the future when we have planned to do something before we speak. We have already made a decision and a plan before speaking.
I am taking my exam next month.
past present future
!!!
A firm plan or programme exists now. The action is in the future.

Look at these examples:

* We're eating in a restaurant tonight. We've already booked the table..
* They can play tennis with you tomorrow. They're not working.
* When are you starting your new job?

In these examples, we have a firm plan or programme before speaking. The decision and plan were made before speaking.

3. How do we spell the Present Continuous Tense?

We make the present continuous tense by adding -ing to the base verb. Normally it's simple - we just add -ing. But sometimes we have to change the word a little. Perhaps we double the last letter, or we drop a letter. Here are the rules to help you know how to spell the present continuous tense.
Basic rule Just add -ing to the base verb:
work > working
play > playing
assist > assisting
see > seeing
be > being
Exception 1 If the base verb ends in consonant + stressed vowel + consonant, double the last letter:
s t o p
consonant stressed
vowel consonant
(vowels = a, e, i, o, u)
stop > stopping
run > running
begin > beginning
Note that this exception does not apply when the last syllable of the base verb is not stressed:
open > opening
Exception 2 If the base verb ends in ie, change the ie to y:
lie > lying
die > dying
Exception 3 If the base verb ends in vowel + consonant + e, omit the e:
come > coming
mistake > mistaking

Now check your understanding »

Demontrative Pronoun

Lesson keyword: this

Which one? This, that, these, those

VOCABULARY:

here, one, ones, that, there, these, this, those, which one

>> "This", "that", "these" and "those" are demonstrative. They indicate
if something is near or far from the speaker:

PRONOUN: NEAR FAR
it this that
they these those

>> Like "I", "my", "you" and "your", the meaning changes depending on the speaker:

TONY SAYS:
TONY TONY'S JACKET MARY MARY'S JACKET
I'm Tony, this is my jacket. You're Mary, that is your jacket.

MARY SAYS:
TONY TONY'S JACKET MARY MARY'S JACKET
You're Tony, that is your jacket. I'm Mary, this is my jacket.

>> "this, that, these" and "those" can be adjectives or pronouns:

-Is that jacket yours?
or:
-Is that your jacket?

-Give me those keys.
or:
-Give me those.

-Are those oak trees?
or:
-Are those trees oak trees?

>> The adverbs "here" and "there" also demonstrate near and far:

NEAR FAR
ADVERB: here there

-Are these your books here?
No, those are my books there.
-Who is that, there?
That's my grandmother.
-No, not the old woman, the young one with black hair.
Oh, that's my sister, Alice.

>> We also use the indefinite pronouns "one" (singular) and "ones" (plural):

-Which chair is yours?
The big one is mine. That one there.
-Here are some shirts, which ones are Michael's?
These black ones are Michael's; and those brown ones there are mine.

>> The first time we speak about something, we demonstrate, the second time we do not:
FIRST SECOND
- 1. What is this? this
2. It is a house. it
- 1. What are those? those
2. They are shoes. they
- 1. Are these the Science books? these
2. No, they are not. they
- 1. Who is that? that
2. He is Mr. Shen. he

EXAMPLES:

-What is this?
It's a pen.
What kind of pen is it?
It's a black ball-point pen.
Is it an expensive pen?
No, it isn't. It's a cheap pen.

-What is that?
It's a bird.
Is it a big bird?
Yes, it is. It's a very big bird.

-What are these?
They are cigarettes.
Are they American cigarettes?
No, they're not. They're Italian cigarettes.

-What are those?
They are trees.
-What are those?
They are clouds.
-What is this?
It's a pen.
-What are these?
They are keys.

PICTURE # 3

>> Bruce is at the fruit vendor's store:

FV: 'Morning Bruce, how's it going?
B: 'Things are going fine Bob, how's business?
FV: Oh, the usual. So what'll it be for today? There's some fine eggplant, and there's some great zucchini.
B: What's that?
FV: What...this? This here is a tomato Bruce.
B: No, not that! That yellow thing, there.
FV: Oh this, these are yellow peppers. They are sweet. They're good in salad.
B: I'll take three.
FV: Okay, do you want this big one?
B: Yes, I want the three biggest ones.
FV: Okay, here you go.
B: Thanks.
FV: That's two twenty.
B: Two twenty for three peppers!
FV: That's the price.
B: Okay, but it's expensive. Here's the money.
FV: Thanks. Prices are high for me too. Here's your change.
B: Yeah, I guess so.
FV: Okay, see you later.
B: See yah.

EXERCISES:

>> Bruce is at the fruit vendor's. Fill in the blanks:

0. B: How much are the bananas?
FV: These big ones, or these little ______?
--- ones
1. B: The big greenish ______.
FV: ______ are two dollars a pound.
2. B: I'd like two pounds, please. And what are ______?
FV: These are fresh imported Italian figs.
3. B: Are ______ good?
FV: ______ are fantastic! Try one.
4. B: MMM, yes, ______ are good. I'd like a pound please.
Are ______ local grapes or imported grapes?
FV: They are local grapes. ______ are very good too.
5. B: What are those green things ______?
FV: ______ here are watermelons.
6. B: I'd like ______ please.
FV: Which ______ ? This ______ or that ______?
7. B: The small ______ there.
FV: Here you are.
B: Thank you.

POSSIBLE ANSWERS TO THE EXERCISES:

1. ones - they
2. those
3. they - they
4. they - those - they
5. there - these
6. one - one - one - one
7. one