RPP Bahasa Inggris Untuk Materi Review Kelas 12

L E S S O N P L A N 28
Subject : English
Institution : MAN Tlogo Blitar
Grade / Program / Semester : XII / IPA / I
Genre : e!ie"
Time Allotment : # X $% minutes
Minimum &om'etence Standard: (%
Competence Standard
Listening
)* To understand +ormal and sustained transactional and inter'ersonal con!ersations in dail, conte-t
Base Competence
)*) To res'ond to +ormal and sustained transactional .to get things done/ and inter'ersonal
.sociali0ation/ con!ersation accuratel,1 +luentl, and acce'tabl, in dail, conte-t in!ol!ing the
e-'ressions o+ 'ersuading1 encouraging1 criticizing1 ho'es1 and 're!enting
)*# To res'ond to +ormal and sustained transactional .to get things done/ and inter'ersonal
e-'ressions o+ regretting1 as2ing/stating 'lans1 intentions and 'ur'oses1 speculating1 predicting1
and assessing
Indicators
Identi+, the act o+ critici0ing1 s'eculating1 'redicting1 and assessing
es'ond to the act o+ critici0ing1 s'eculating1 'redicting1 and assessing
&haracter Building : &are+ulness1 &ritical 3 Thin2ing
Instructional Objectie
Students "ill be able to critici0e1 s'eculate1 'redict1 and assess
!aterials
&ITI&I4ING
Mom : 51 gosh6 What a messy room! Im tired of always reminding you to clean your room. 7hen "ill
,ou change ,our bad beha!ior8
Ton, : 9on:t "orr,1 Mom* I:ll ma2e it tid, in a +e" minutes*
Mom : No1 just do it no"6
Ton, : 5;1 Mom*
The sentences in italic are used to critici0e* <ere are some other e-'ressions to critici0e:
=uite honestl,1 I didn:t thin2 much on the standard o+ acting in the 'la,*
To come straight to the 'oint1 I thin2 our team needs some constructi!e recreation*
I:m a+raid to tell ,ou that ,our achie!ement has +allen recentl,*
<onestl,1 i+ I said that e!er,thing "as all right1 I:d sim'l, be l,ing*
I ha!e listed man, things I thin2 are "rong* 7here shall I start8
PE9I&TING
Ma,a : >eah* BMG predicts that there will be extreme weather for some days in Indonesia. That:s "h,
"e should bring an umbrella or a raincoat*
9eas, : And?the most im'ortant is that "e must "atch our health* Man, diseases are "ides'read
during the rain, season*
Ma,a : >ou:re right*
The italic sentences are used to 'redict something* <ere are some e-'ressions to 'redict:
I 'redict that the little bo, "ill be a great actor one da,*
I do belie!e that Su0an "ill be acce'ted at the state uni!ersit,*
M, 'rediction is that all students in this class "ill 'ass the +inal e-am*
I:m a hundred 'ercent sure that the girl "ill "in the singing contest*
SPE&@AATING
<arr, : 9o ,ou thin2 that 9a!id and Mi2o "ill come8
a+ael : It has been thirt, 'ast +our* I bet that there is no chance of them coming now.
<arr, : 7h, don:t "e 'ractice the +ootball no"8 7e still can 'la, "ith nine 'eo'le*
a+ael : 5;*
The italic sentence is used to s'eculate* <ere are some e-'ressions o+ s'eculating:
I bet .>ou can bet/ that our national +ootball team "ill 'artici'ate in 5l,m'ics*
Review Lesson Plans Class XII IPA 2013 2014 1
In all 'robabilit,1 it "ill be raining all da, long*
There is just a chance that the mobile can be re'aired*
It:s unli2el, that Nad,a "ill continue her stud, abroad*
ASSESSING
Mom : 7hat do ,ou thin2 o+ Ell,:s 'la,8
9ad : Great! Shes so sillful in the piano eys that it creates a beautiful melody.
Mom : >eah* She is reall, talented I thin2*
The italic sentences are used to assess someone* <ere are some e-'ressions to assess someone or
something:
7onder+ul6 I can:t imagine that such a little girl can do it*
I thin2 the mo!ie "ill be in the to' in the bo- o++ice mo!ie chart*
Ma,a:s 'er+ormance is reall, terri+ic6 She is reall, talented*
The man has "ritten man, no!els* And I thin2 his no!els are al"a,s interesting*
Learning !odel"!et#od
a* Aearning Model : Acti!e Aearning
b* Aearning Method : Thin2 3 Pair 3 Share
$eac#ing % Learning Actiities
Tim
e
Teaching B Aearning Acti!ities
Teacher Students
)C: Pre & Actiit'
)* Greets the students
E(ploration
#* Prom'ts the students to ans"er:
a* <a!e ,ou e!er critici0ed someone /
'redicted something / s'eculated /
assessed someone / something8
b* In "hat occasion did ,ou do that8
c* 7hat did ,ou sa,8
)* Greet the teacher .a"areness/
#* es'ond to the teacher:s Duestions .critical
3 thin2ing/
(C: )#ilst & Actiit'
Elaboration
)* As2s the students to learn the materials
#* Pla,s the dialogs three times
E* Instructs them to com'lete the dialogs
$* S'lits them into 'airs
%* As2s them to ans"er the Duestions
F* 9iscusses the e-ercise
)* Aearn the materials
#* Aisten to the dialogs .care+ulness/
E* &om'lete the dialogs
$* Sit "ith their 'artners
%* Ans"er the Duestions .critical 3 thin2ing/
F* 9iscuss the e-ercise
Aisten and com'lete the dialogs based on "hat ,ou ha!e heard6
9ialog )
7oman : Tom1 ha!e ,ou seen !indu "urnama#
Man : No1 I ha!en:t* "h, do ,ou thin2 "e should see it8
7oman : This +ilm is not onl, interesting but also contains .)/ GGGGG* >ou 2no" it de'icts .#/
GGGGG in big cities*
Man : 7hat is the +ilm about8
7oman : It tell the stor, o+ a .E/ GGGGG named Purnama*
Man : 9o ,ou mean a street 2id8
7oman : >ou:re right* 5ne da, Mr* Sur,a:s car hits him and he .$/ GGGGG* <e has to li!e in a
shelter since then* <o"e!er1 his shelter "ill .%/ GGGGG*
Man : 5h1 ho" 'oor6
9ialog #
Man : <e,1 "hat is the name o+ the music grou'8 Their 'er+ormance is .)/ GGGGG*
7oman : 9on:t ,ou 2no" it* It:s Smash*
Man : A .#/ GGGGG1 right8
7oman : >eah1 a bo, band 'recisel,*
Man : So1 all the members are !ocalists8
7oman : Sure* That:s the thing that .E/ GGGGG +rom other music grou's*
Man : I 'redict that it "ill be a great band one da,*
7oman : Man, 'eo'le also 'redict it* Their combination bet"een .$/ GGGGG ma2es their
'er+ormance attracti!e* And ,ou 2no"1 besides singing1 the members also 'la, a
serial drama on tele!ision*
Man : No "onder1 the, ha!e cute +aces and .%/ GGGGG*
Hind the "ords in the dialogs abo!e that ha!e the similar meanings to the +ollo"ing "ords6
)* mo!ie : GGGGGGGGGG %* e-actl, : GGGGGGGGGGG
#* attracti!e : GGGGGGGGGG F* to +orecast : GGGGGGGGGGG
E* road : GGGGGGGGGG (* sho" : GGGGGGGGGG
$* child : GGGGGGGGGG I* sur'rise : GGGGGGGGGG
Ans"er the Duestions based on the dialogs abo!e6
9ialog )
)* 7hat is the dialog about8
#* 7h, did the "oman thin2 the mo!ie is "orth to see8
E* 7ho is Purnama8
$* 7hat ha''ens to Purnama:s shelter8
%* 7hat is the similar meaning to Jde'icts:8
9ialog #
)* 7hat is the dialog about8
#* 7h, is the music grou' di++erent +rom others8
E* 7hat ma2es the 'er+ormance o+ the music grou' attracti!e8
$* The man sa,s1 KI 'redict that it "ill be a great band one da,*L 7hat does it mean8
%* 7hat is the o''osite meaning o+ Jcute:8
)C: Post & Actiit'
Con*irmation
)* Prom'ts the students to re!ie" the
e-'ressions the, ha!e learned
#* &loses the class
)* e!ie" the e-'ressions the, ha!e learned
Learning Source"Instrument"!aterials
M BSE1 Students: 7or2sheet
M &9 and the 'la,er
Assessment
M 7ritten Test : short ans"er
AISTENING ASSESSMENT
Name Items ights Score Master, .N/ Note
)* GGGGGGGGGGGGGGG
#* GGGGGGGGGGGGGGG
E* GGGGGGGGGGGGGGG
$*
Score O ight Ans"ers X )C
AHHE&TIPE ASSESSMENT
No Name &are+ulness &ritical M Thin2ing Note
)*
#*
E*
?
A''ro!ed1
Princi'al
9rs* <* P* Slamet 7alu,o1 M*Pd*I
NIP )QFCCECF)QI(CE)CCE
Blitar1 )% Rul, #C)E
Teacher
Ati2 <erliana"ati1 S*Pd
NIP )Q(%)CC$#CC%C)#CCE
L E S S O N P L A N 2+
Subject : English
Genre : e!ie"
Competence Standard
Listening
#* To understand +ormal and sustained transactional and inter'ersonal con!ersations in dail, conte-t
Base Competence
#*) To res'ond to +ormal and sustained transactional .to get things done/ and inter'ersonal
e-'ressions o+ 'ersuading1 encouraging1 critici0ing1 #opes1 and 're!enting
#*# To res'ond to +ormal and sustained transactional .to get things done/ and inter'ersonal
e-'ressions o+ regretting1 as,ing"stating plans1 intentions and purposes1 s'eculating1
'redicting1 and assessing
Indicators
Identi+, the act o+ e-'ressing ho'es1 regretting1 as2ing/stating 'lans1 intention1 and 'ur'oses
es'ond to the act o+ e-'ressing ho'es1 regretting1 as2ing/stating 'lans1 intention1 and 'ur'oses
Students "ill be able to e-'ress ho'es1 regret1 as2/state 'lans1 intention1 and 'ur'oses
!aterials
AS;ING/STATING PAANS1 INTENTI5N1 AN9 P@P5SES
7i"in : Still bus,1 huh?8
Aretha : >es* Im planning to hold an $nglish camp.
7i"in : It:s good* So% whats the purpose of the camp#
Aretha : Well% to mae us get accustomed to speaing $nglish.
7i"in : <mmm?!er, nice*
Aretha : Than2s* &nd I intend to in'ite Mr. (harlie% our nati'e speaer teacher% to participate in the
program.
7i"in : It:s a reall, good idea* Need hel' to ma2e the 'ro'osal8
Aretha : <mmm? Than2 ,ou* Ma,be later*
The sentences in italic are used to as2 about/state 'lans1 intentions and 'ur'oses* <ere are some other
e-'ressions to e-'ress them:
As2ing about Plans1 Intention1 Pur'oses Stating Plans1 Intention1 Pur'oses
9o ,ou ha!e an, 'lans +or Saturda,8
7hat do "e "ant to achie!e8
7hat:s ,our 'lan8
7hat is Anne 'lanning8
7hat is ,our intention8
I:m going to sta, at home*
To ma2e us able to s'ea2 English "ell*
I:m going to meet &harlie to tal2 about the 'roject*
She is 'lanning to go to the concert tonight*
It is m, intention to ha!e m, online sho'*
EXPESSING <5PES
Ma,a : Aoo26 The boo2 is reall, nice*
9eas, : I thin2 it "ill be reall, hel'+ul +or our stud,* I hope I can afford to buy the boo.
Ma,a : 7h, don:t "e 'ut in the mone, to bu, it8 I thin2 I also need it*
9eas, : 7o"1 reall, a good idea* Than2s1 Sis*
The italic sentence is used to express hopes. Here are some expressions to express hopes:
I ho'e I can meet Mrs* Ati2 toda,*
I do ho'e that ,ou can come in the meeting*
I "ish I "ere a bit slim .)o want something to happen although it is impossible/
7e are ho'ing +or a better mar2*
EXPESSING EGETS
<arr, : <o" "as the boo2 +air8
a+ael : Mm? It "as reall, good* There "ere man, good boo2s in the +air* If only I hadnt spent too
much on shopping% I ha'e been able to buy more boos.
The italic sentences are used to express regrets. Here are some expressions to express regrets:
Much to m, regret* I ha!e to come bac2 home*
I regret to sa, that the 'lane is canceled*
I+ I had been at home1 I "ould ha!e met m, uncle*
I regret doing the nast, thing*
I "ish ?*
c* Aearning Model : Acti!e Aearning
d* Aearning Method : Thin2 3 Pair 3 Share
Tim
e
Teacher Students
)C: Pre - Actiit'
E(ploration
#* Prom'ts the students to ans"er:
a* 7hat do ,ou 'lan a+ter graduating +rom
high school8
b* 7hat do ,ou ho'e +or the national +inal
e-amination8
c* 7hat thing made ,ou regret recentl,8
E* Tells them the, "ill learn the e-'ressions
o+ as2ing/stating 'lans1 intentions1 and
'ur'oses1 ho'es1 and regrets
#* es'ond to the teacher:s Duestions .critical
3 thin2ing/
Elaboration
)* As2s the students to learn the materials
#* Pla,s the dialogs three times
E* Instructs them to com'lete the dialogs
$* S'lits them into 'airs
%* As2s them to ans"er the Duestions
F* 9iscusses the e-ercise
)* Aearn the materials
#* Aisten to the dialogs .care+ulness/
E* &om'lete the dialogs
$* Sit "ith their 'artners
%* Ans"er the Duestions .critical M thin2ing/
F* 9iscuss the e-ercise
Aisten and com'lete the dialogs based on "hat ,ou ha!e heard6
9ialog )
Renn, : Are ,ou certain ,ou are going to .)/ GGGGG in Ra2arta8
ica : >es1 I am*
Renn, : So1 "e "ill .#/ GGGGG*
ica : Ma,be* But don:t "orr,* I "ill al"a,s .E/ GGGGG1 so I can !isit m, +amil, and ,ou*
Renn, : 7h, don:t ,ou just continue stud,ing here8
ica : Mm? I just "ant to get e-'eriences in another to"n* Moreo!er1 .$/ GGGGG to li!e b,
oursel!es1 do e!er,thing b, oursel!es1 etc*1 not de'endent on our 'arents an,more*
Renn, : 9o ,our 'arents 'ermit ,ou8
ica : >es1 the, do* .%/ GGGGG * Moreo!er1 some o+ m, relati!es li!e in Ra2arta* I can come
to them i+ I need hel'*
9ialog #
,an : Aoo2 at the announcement6 Students "ho got the +irst until .)/ GGGGG since the tenth
through the t"el+th grade can enter the uni!ersit, "ithout a test*
&,nthia : >ou:re right* Actuall, it is a good uni!ersit,* I reall, "ant to be one o+ the students
there*
,an : So1 actuall, ,ou can .#/ GGGGG*
&,nthia : No1 ,ou got it "rong*
,an : But1 ,ou usuall, got .E/ GGGGG1 right8
&,nthia : Not al"a,s* I just got the ninth ran2 in .$/ GGGGG* It "as because I "atched too
much tele!ision* I+ onl, I had studied harder?*
,an : 7hat a 'it,6 But no use cr,ing o!er a s'ilt mil2* I thin2 ,ou can still .%/ GGGGG*
&,nthia : >ou:re right*
Ans"er the Duestions based on the dialogs abo!e6
9ialog )
F* 7hat is ica going to do8
(* 7h, has she decided to do so8
I* 7hen "ill ica go home8
Q* ica sa,s1 KThat:s the main thing*L 7hat does Jthat: re+er to8
)C* In ,our o'inion1 ho" does Renn, +eel about ica:s 'lan8
9ialog #
F* 7ho can enter the uni!ersit, "ithout test8
(* 7ho "ants to stud, in the uni!ersit,8
I* 7hen did &,nthia get the ninth ran28
Q* 7h, did &,nthia get the ran28
)C* 7hat:s ,an:s o'inion about &,bthia:s desires8
)C: Post & Actiit'
Con*irmation
)* Prom'ts the students to re!ie" the
e-'ressions the, ha!e learned
#* &loses the class
)* e!ie" the e-'ressions the, ha!e learned
M &9 and the 'la,er
Assessment
M 7ritten Test : short ans"er
AISTENING ASSESSMENT
)* GGGGGGGGGGGGGGG
#* GGGGGGGGGGGGGGG
E* GGGGGGGGGGGGGGG
$*

No Name &are+ulness &ritical 3 Thin2ing Note
)*
#*
E*
?
A''ro!ed1
Princi'al
Teacher
L E S S O N P L A N ./
Subject : English
Genre : e!ie"
Time Allotment : $ X $% minutes
Competence Standard
0eading
%* To understand short +unctional te-t and sim'le essa, in the +orm o+ narrati!e and re!ie" in dail,
conte-t and to access in+ormation
Base Competence
%*# To res'ond to the meaning and the rhetorical ste's in essa, b, using 2inds o+ "ritten language
accuratel,1 +luentl, and acce'tabl, in dail, conte-t and to access in+ormation in the +orm o+ narrati!e
and reie1
Indicators
es'ond to the meaning and the rhetorical ste's o+ the re!ie" te-ts
Identi+, the detail in+ormation in boo2 re!ie"s
Identi+, the detail in+ormation in mo!ie re!ie"s
Instructional Objecties
Students "ill be able to res'ond to the meaning and the rhetorical ste's o+ the re!ie" te-ts
Students "ill be able to identi+, the detail in+ormation
!aterials
Boo2 e!ie"
MEN AE H5M MAS1 75MEN AE H5M PEN@S
This boo2 is great as a "a, o+ understanding ho" our culture trains bo,s and girls to be di++erent*
7e teach girls that the, can cr, "hen the, are sad1 tal2 about their +eelings1 and share e-'eriences "ith
each other* 7e teach bo,s that the, need to Sbuc2 u'S and be manl,1 to hide the tears1 to +ace it li2e a
man1 to be the roc2 on "hich the +emales can rel,* It is no sur'rise that these lessons a++ect adults1 and
a++ect ho" male and +emales relate .or +ail to relate/ to each other*
In essence1 a +e" core themes run through the boo21 being su''orted b, !arious e-am'les1 and
di++erent "ording that hel' ma2e the 'oints clear*
Hirst1 men are goalMoriented and "hen the, are stressed1 Kretreat to a ca!eL to consider "hat to
do* The, "ant to come to a solution on their o"n* To tr, to hel' them "hile the, are in the Kca!eL is
counter 'roducti!e* Men "ant to be trusted and admired* The, "ant to +eel that the "oman belie!es in
them* To Duestion a man is to sho" ,our doubt* The boo2 recommends i+ a man is lost "hile dri!ing1 or
+orgets something "hile tra!eling1 to just be Duiet and acce't it* It "ill sho" ,our trust in him to get there
e!entuall, or to sol!e the 'roblem* I:m 'ersonall, not sure i+ this is al"a,s "ise ad!ice*
7omen1 on the other hand1 are nurturing1 e-'ressi!e1 +eeling indi!iduals "ho tend to use 'oetic
license such as sa,ing K,ou AA7A>S +orget to do that choreL or K,ou NEPE listen to meL* The ad!ice
gi!en to men is not to react to an, o+ "hat "omen sa, literall,* Most o+ "hat "omen "ant1 according to
the boo21 is just to be heard* 7omen don:t "ant solutions or ans"ers* The, "ant to +eel that their +eelings
are being heard and understood *** the, "ant to be held and be told K>es1 ,es1 I understandL*
The boo2 e-'lains that men ma2e the mista2e o+ thin2ing "omen tell them things in order +or the
men to T+i-T those things* Instead1 the "omen tell them things in order to share their +eelings1 but aren:t
see2ing actual resolutions*
7hile I agree that "omen are trained to share +eelings and to sometimes be o!erl, emotional1 to
tell a man that "omen ne!er "ant resolutions1 and al"a,s e-aggerate1 is not treating a "oman as a
logical human being 'er+ectl, ca'able o+ "anting ans"ers*
There is de+initel, a lot o+ hel'+ul in+ormation in the boo2* It is good to understand that societ,
trains men to KretreatL to consider 'roblems and that the, consider inter+erence during this time as
KharassmentL instead o+ Khel'+ulL* It:s good to reali0e that "omen ha!e emotional c,cles and can
sometimes be ha'',1 and sometimes sad1 and that nobod, is al"a,s ha'',* This boo2 de+initel, has
interesting hints and ti's1 and interesting stories to share* It also has man, generali0ations that1 +or man,
indi!iduals1 sim'l, do not a''l,
Mo!ie e!ie"
GET MAIE9
Illustrating the current situation ha''ening in Indonesia1 Get Married 'resents the +igures o+
unem'lo,ment* A +e" bigMname celebrities sho" u' in cameo roles* The mo!ie tells about a true
+riendshi' o+ +our ,oungsters Mae .Nirina 4ubir/1 Guntoro .9esta J&lub Eighties:/1 Eman .Aming/1 and Beni
.inggo Agus ahman/ "ho judge themsel!es as the most +rustrated 'eo'le in Indonesia* Soon1 the,
turn out to be street 2ids and s'end most o+ their times at street1 bull,ing 'eo'le "ho 'ass b,*
Suddenl,1 it comes to a moment "hen Mae is 'ersuaded to grant her 'arents: "ish to ha!e a
grandchild* Mae:s 'arents1 .Meriam Bellina dan Raja Mihardja/ +irml, state that Mae must get married in a
little "hile* Soon1 the, are bus, +inding candidates "ho "ould marr, their onl, daughter* <o"e!er1 along
the 'rocess o+ +inding the right one +or Mae1 the three male +riends o+ Mae turn out to be brutal e!aluators
+or the candidates* In the mean time1 Mae +alls badl, in lo!e "ith end, .ichard ;e!in/1 a rich1
handsome and 2indMhearted man* @n+ortunatel, end,1 Mae1 Guntoro1 Eman1 Beni are brought into a
misunderstanding1 and soon +ights brea2 out bet"een the t"o grou's o+ Mae and end,*
7ritten based on some o+ ,oungsters: realMli+e brotherhood e-'eriencesUthis stor, "ill stir ,ou to
,our emotional core "hile bringing out ,our sense o+ brotherhood* There are a lot o+ little things and big
things that ma2e this mo!ie "orth "atching*
The stor, is good1 the banter is great1 the relationshi's bet"een the characters are great1 and it:s
a +un time at the mo!ies* 7hile some o+ the jo2es are amusing1 some o+ the +ights go on a +e" bit too
long*
The te-ts abo!e are e-am'les o+ a boo2 re!ie" and a mo!ie re!ie"* e!ie" te-ts are used to summari0e1
anal,0e1 and res'ond/critiDue to literar, "or2s a 'ublic audience* The generic structure o+ a re!ie" te-t is:
)* 5rientation 3 this gi!es bac2ground in+ormation1 e*g* title1 author1 t,'e o+ "or21 and setting*
#* Inter'retati!e ecount 3 summar, o+ an art"or2* This describes the main characters and the 'attern
o+ their relationshi's* It also deals "ith some selected 2e, incidents*
E* E!aluation 3 concluding statement .judgment1 o'inion1 or recommendation/* It can consist more than
one*
$* E!aluati!e Summation 3 the last o'inion consists the a''raisal or the 'unch line o+ the art"or2s being
critici0ed*
&ommon grammatical +eatures in re!ie" te-ts include:
V "ords describing characters
V 'resent tense 3 changes to 'ast tense i+ te-ts ha!e a historical setting
V 'ersuasi!e language used in judgment
Besides gi!ing a re!ie" to a boo21 "e can also gi!e a re!ie" on other t,'es o+ art "or2s such as
mo!ies1 'la,s/drama1 music .songs/1 TP sho"s1 o'era1 e-hibitions1 concerts1 and ballet 'er+ormances*
b* Aearning Method : S=E
Tim
e
Teacher Students
)C: Pre & Actiit'
E(ploration
#* Acti!ates the students bac2ground
2no"ledge b, sho"ing them a no!el and
as2ing them some Duestions:
a* 9o ,ou li2e reading8
b* <a!e ,ou e!er made a boo2 re!ie"
a+ter reading8
c* 7hat should ,ou include in the boo2
re!ie"8
E* Tells them that the, are going to learn
re!ie" te-t
#* Share their e-'eriences b, res'onding to
the Duestions

Elaboration
)* Instructs the students to read JMen are +rom
Mars and 7omen are +rom Penus: and read
the e-'lanation on re!ie" te-t
#* S'lits them into 'airs
E* As2s them do the e-ercise
$* Aeads the discussions on the e-ercise
)* ead JMen are +rom Mars and 7omen are
+rom Penus: and the e-'lanation on re!ie"
te-t .care+ulness/
#* Sit "ith their 'artners
E* 9o the e-ercise .critical 3 thin2ing/
$* 9iscuss the e-ercise
ead the te-t entitled JMen are +rom Mars and 7omen are +rom Penus: and then ans"er these
Duestions6
)* <o" does our culture train bo,s and girls8
#* <o" does our societ, teach girls8
E* 7hat are bo,s su''osed to be8
$* 7hat does the boo2 sa, about men8
%* <o" does the boo2 describe "omen8
F* 7hat do "omen "ant most according to the boo28
(* 7hat are the re!ie"er:s !ie"s about the boo28
7hat do the +ollo"ing "ords re+er to8
)* The "ord KourL in 'aragra'h ) sentence ) re+ers to GGGGGGGGGGGGGGGGGGGGGGGGGGGG*
#* The "ord Kthe,L in 'aragra'h ) sentence # re+ers to GGGGGGGGGGGGGGGGGGGGGGGGGGGG*
E* The "ord K"eL in 'aragra'h ) sentence E re+ers to GGGGGGGGGGGGGGGGGGGGGGGGGGGGG*
$* The "ord Kthe,L in 'aragra'h E sentence ) re+ers to GGGGGGGGGGGGGGGGGGGGGGGGGGGG*
%* The "ord K,ourL in 'aragra'h $ sentence E re+ers to GGGGGGGGGGGGGGGGGGGGGGGGGGGG*
F* The "ord KhimL in 'aragra'h $ sentence % re+ers to GGGGGGGGGGGGGGGGGGGGGGGGGGGG*
(* The "ord KIL in 'aragra'h $ sentence F re+ers to GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG*
I* The "ord Kthe,L in 'aragra'h % sentence % re+ers to GGGGGGGGGGGGGGGGGGGGGGGGGGGG*
Q* The "ord KIL in 'aragra'h F sentence ) re+ers to GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG*
)C* The "ord KitL in 'aragra'h ( sentence % re+ers to GGGGGGGGGGGGGGGGGGGGGGGGGGGGGG*
)C: Post & Actiit'
Con*irmation
)* As2s the students about the generic
structure o+ a re!ie" te-t
#* Tells them that the, are going to deli!er a
boo2 re!ie" on the ne-t meeting1 so the,
ha!e to ma2e a dra+t about the boo2 the,
e!er read
E* &loses the class
)* Mention the generic structure o+ e!ie"
te-t
#* Pa, attention to the teacher:s instruction +or
the +ollo"ing meeting
Tim
e
Teacher Students
)C: Pre & Actiit'
E(ploration
#* Acti!ates the students bac2ground 2no"ledge
b, sho"ing them a no!el and as2ing them
some Duestions:
a* 9o ,ou li2e "atching mo!ie8
b* <a!e ,ou e!er made a mo!ie re!ie"8
c* 7hat should ,ou include in the mo!ie
re!ie"8
E* Tells them that the, are going to learn re!ie"
te-t on mo!ie
#* Share their e-'eriences b, res'onding to
the Duestions

Elaboration
)* Instructs the students to read JGet Married:
and read the e-'lanation on re!ie" te-t
#* S'lits them into 'airs
E* As2s them do the e-ercise
Con*irmation
$* Aeads the discussions on the e-ercise
)* ead JGet Married: and the e-'lanation
on re!ie" te-t .care+ulness/
#* Sit "ith their 'artners
E* 9o the e-ercise .critical 3 thin2ing/
$* 9iscuss the e-ercise
<ere:s a mo!ie re!ie" 'osted in """*mo!iesonline*ca "ritten b, Tom Moore* ead the re!ie"
and ans"er the Duestions that +ollo"*
ATAT5@IAAE M5PIE EPIE7
I ha!e high e-'ectations in Dualit, +ilms1 es'eciall, +or animation* Naturall,1 I:!e been
disa''ointed b, the majorit, o+ animated +ilms to come out in recent ,ears* Then no"1 atatouille
has been so re+reshing*
atatouille1 directed b, Brad Bird .The Incredibles1 The Iron Giant/ re!ol!es around a rat
named em,1 "ho lo!es good +ood* Sadl,1 being a rat1 em,:s +ello" rodents lac2 em,:s
so'histicated a 'alette* Seeing as his lo!e o+ +ood isn:t a''reciated b, his 2in1 em, 'ractices his
lo!e o+ coo2ing in secret* Enter Ainguini1 a sim'le garbage bo, em'lo,ed b, the restaurant o+
legendar, che+ .and em,:s idol/ Auguste Gusteau* <o"e!er1 Gusteau has been deceased +or
the last t"o ,ears1 and is no" run b, Gusteau:s old and shortMtem'ered sauceMche+* A+ter a series
o+ madca' e!ents1 "e +ind Ainguini and em, teaming u'* Ainguini "ants to be acce'ted1 and
em, "ants to coo2*
Hrom there ,ou e-'erience a stor, that is so charming and true that it "ould be un2ind o+
me to del!e into it +urther* 7hile the stor, is ama0ingl, so'histicated1 "itt,1 and dee'1 "e can
al"a,s count on the director to deli!er an ama0ingl, beauti+ul "orld +or the stor, to ta2e 'lace in*
The Paris in atatouille is so rendered1 that it o+ten ta2es ,our breath a"a, in 'laces* The image
o+ em, seeing the cit, at night +or the +irst time is sim'l, a "or2 o+ art* The lighting1 "ater1 and
e++ects animation are so ama0ingl, doneW it 'uts some li!e action cinematogra'h, to shame*
7hile the !isual achie!ement is grand1 it ne!er ta2es centre stage instead o+ the stor,*
egardless1 this mo!ie "on:t disa''oint* See this mo!ie* >ou are obligated to i+ ,ou li2e
mo!ies*MTom Moore
)* 7hat is the genre o+ the mo!ie8
#* 7hat is the theme o+ the mo!ie8
E* <o" did the mo!ie re!ie"er assess the animated mo!ies recentl,8
$* <o" did the mo!ie re!ie"er assess ATAT5@IAAE8
%* <o" did the mo!ie re!ie"er recommend the mo!ie8
F* Aea!e ,our s'eculation about the mo!ie in the s'ace 'ro!ided belo"*
Hind the "ords in the te-t "hich ha!e similar meanings to the +ollo"ing "ords* The +irst letter is
alread, gi!en*
)* rotate1 turn round1 s'in .t/ : rGGGGGG .'ar #/
#* st,lish1 highl, de!elo'ed ad!anced .s/ : sGGGGGG.'ar #/
E* cra0,1 sill,1 "ild .s/ : mGGGGG .'ar #/
$* e-'lore1 loo2 into1 dig .t/ : dGGGGGG.'ar #/
%* amusing1 humorous1 +unn, .s/ : "GGGGG .'ar E/
F* shooting1 'icture ma2ing1 camera "or2 .b/ : cGGGGGG .'ar E/
(* im'ressi!e1 e-cellent1 "onder+ul .s/ : gGGGGGG .'ar E/
I* let do"n1 u'set1 dissatis+, .t/ : dGGGGGG .'ar $/
)C: Post & Actiit'
)* Tells them that the, are going to "atch a
mo!ie in the ne-t meeting and ma2e a
mo!ie re!ie" a+ter"ards
#* &loses the class
)* Pa, attention to the teacher:s instruction +or
the +ollo"ing meeting
M BSE1 students: "or2sheet
Assessment
M 7ritten test : short ans"er
EPAA@ATI5N 5N EA9ING
ead the te-t and then label it into the generic structure o+ the te-t6
5NE &<IA9
B, Tore, <a,den
Translated into Indonesian KSheila: &inta >ang <ilangL
e!ie"ed b, 9anisa Mclean
eaching out at someone can ma2e a "orld o+ di++erence on his or her +uture* Tore, A <a,den1
she "as a teacher "ho "or2ed "ith 2ids "ho are emotionall, disturbed* She made a big im'act on a little
girl named Sheila*
A si-M,earMold "ho "as 'ut into her class1 because o+ her disorder1 and the, thought that Tore,
could get through to her* She didn:t listen to an,one* This innocent little girl li!ed a hard li+e that no si-
,ears old should ha!e to go through* She gre" u' in 'o!ert, and her mom abandoned her "hen she "as
too little to understand* She "as le+t "ith her alcoholic +ather "ho al"a,s thought that s'an2ing "as the
ans"er to e!er,thing* ;ids don:t 2no" ho" luc2, the, are to ha!e 'arents "ho care about them and their
+uture1 until the, actuall, read this stor,*
A teacher "ho sacri+ices a lot just to reach one child1 Tore, <a,den could +it under that categor,*
She ins'ires teacher to 2ee' on teaching* E!en though the, +eel li2e gi!ing u' on their students1 because
the, +eel li2e the, can:t reach them* Tore, <a,den is +aced "ith di++icult decision1 either she could stic2
"ith her 'rinci'les or change the "a, she handles things* I+ she changes the "a, she handles things then
she "ould ha!e a higher chance o+ reaching out to Sheila*
<a!e ,ou e!er 'ut ,our "hole heart into something and then +inall, achie!ed it8 In this boo2 the
characters did the same* This boo2 is !er, ins'iring* It sits u' good e-am'les1 to ha!e com'assion +or
other 'eo'le1 and ,ou don:t e!en ha!e to 2no" the 'erson1 'ersonall, to care about their "ell +air* This
boo2 is +illed "ith a lot o+ emotionsW some 'arts o+ this boo2 ma, ma2e ,ou cr, a little* 7hen ,ou read this
boo2 ,ou actuall, +eel li2e ,ou:re going through the same e-'erience along "ith Sheila* It ma2es ,ou "ant
to reach out to her1 and let her 2no" that e!er,thing is going to be o2a,*
EA9ING ASSESSMENT
)* GGGGGGGGGGGGGGG
#* GGGGGGGGGGGGGGG
E* GGGGGGGGGGGGGGG
)*
#*
E*
A''ro!ed1
Princi'al
Teacher
L E S S O N P L A N .2
Subject : English
Genre : e!ie"
Time Allotment : $ X $% minutes
Competence Standard
)riting
F* To e-'ress the meaning in monologue "ritten te-t in the +orm o+ narrati!e1 e-'lanation1 and
discussion accuratel,1 +luentl, and acce'tabl, in dail, conte-t
Base Competence
F*# To e-'ress the meaning and the rhetorical ste's in essa, b, using 2inds o+ "ritten language
accuratel,1 +luentl,1 and acce'tabl, in dail, conte-t in the +orm o+ narrati!e and reie1
Indicators
7rite a mo!ie re!ie"
&haracter Building : &reati!eness1 <ard 3 7or2
Instructional Objecties
The students are able to "rite a mo!ie re!ie"
!aterials
A mo!ie re!ie" as in Aesson Plan EC*
b* Aearning Method : 7ritten Assignment
Tim
e
Teacher Students
)C: Pre & Actiit'
E(ploration
#* Acti!ates their bac2ground o+ 2no"ledge
about <arr, Potter mo!ies
E* Tells them the, are going to "atch a mo!ie
entitled J<arr, Potter and the 5rder o+ the
Phoeni-: and as2s them to jot do"n the
in+ormation needed +or the mo!ie re!ie"
#* es'ond to the teacher:s Duestions about
<arr, Potter mo!ies
E* Pa, attention to the teacher:s instruction
(%: )#ilst & Actiit'
Elaboration
)* Pla,s the mo!ie )* 7atch the mo!ie and jot do"n the
in+ormation needed +or the mo!ie re!ie"
%: Post & Actiit'
)* Tells the students to dra+t their mo!ie re!ie"
at home and +inish it in the +ollo"ing
meeting
#* &loses the class
)C: Pre & Actiit'
Con*irmation
#* As2s them about some in+ormation the, got
a+ter "atching the mo!ie b, as2ing:
a* 7ho are the characters8
b* 7here is the setting8
E* Tells them to +inish their mo!ie re!ie"
#* Share the in+ormation b, res'onding to the
teacher:s Duestions
E* Pre'are to +inish the mo!ie re!ie"
)* Assists the students i+ needed )* Hinish "riting on the mo!ie re!ie"
&om'lete a re!ie" o+ <arr, Potter and the 5rder o+ the Phoeni-* Search +or more in+ormation in
the internet1 maga0ines1 ne"s'a'ers1 or other sources*
<arr, Potter and the 5rder o+ the Phoeni-
It:s a mo!ie about +riendshi' and honor* 7ith their sa+et, and education sabotaged b, the
<igh InDuisitor1 <arr, and his +riends ha!e no choice but to ta2e matters into their o"n hands*
Horming J9umbledore:s Arm,:1 <arr, teaches them outla"ed s'ells and charms in secret*
GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG
GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG
)C: Post & Actiit'
)* e+lects on their acti!it, b, 'osing:
a* 7hat do ,ou +eel a+ter "riting a mo!ie
re!ie"8
b* 7hat im'ro!ement do ,ou achie!e
+rom this acti!it,8
#* &loses the class
)* Share their e-'eriences b, res'onding to the
Duestions
M A &9 o+ J<arr, Potter and the 5rder o+ the Phoeni-:
M Aanguage laborator,
Assessment
M 7ritten assignment : "riting a mo!ie re!ie"
T<E ASSESSMENT 5H 7ITING 5N A M5PIE EPIE7
N5 IN9I&AT5S S&5E
) Pocabular,
o Pocabular, is 'recise1 !aried1 and !i!id
o Pocabular, is adeDuate +or grade le!el
o Pocabular, is sim'le
o Pocabular, is limited and re'etition
EC
#%
#C
)%
# 5rgani0ation
o 5rgani0ation is a''ro'riate to "riting assignment and contains conte-t1 te-t
descri'tion1 and judgment
o E!ents are organi0ed logicall,1 but some 'art o+ the sam'le ma, not be +ull,
de!elo'ed
o 5rgani0ation ma, be e-tremel, sim'le or there ma, be e!idence o+ disorgani0ation
o Sam'le is com'rised o+ onl, a +e" disjointed sentences
)C
I*%
F*%
%
E Transition
o Transition +rom one idea to another is smooth and 'ro!ides reader "ith clear
understanding that to'ic is changing
o Some transition o+ ideas is e!ident
o There are +e" transitional mar2ers or re'etiti!e transitional mar2ers
o No transitional mar2ers
#C
)(
)E*%
)C
$ Meaning
o Meaning is con!e,ed e++ecti!el,
o Meaning is con!e,ed but brea2s do"n at times
o Meaning is +reDuentl, not clear
o Meaning is unclear
#C
)(
)E*%
)C
% Grammar
o No or +e" grammatical errors
o Some grammatical errors but do not disru't the meaning
o Man, grammatical errors cause occasional misunderstanding
o Grammar almost entirel, inaccurate 'hrases
)C
I*%
F*%
%
F TechniDue
o A +e" mechanical errors ma, be 'resent but do not disru't communication
o Mechanical errors are 'resent but do not disru't communication
o Mechanical errors a++ect communication
o Mechanical errors cause serious disru'tion in communication
)C
I*%
F*%
%
T 5 T A A ???*
No Name &reati!eness <ard 3 7or2 Note
)*
#*
E*
?
BT : Belum Terlihat .The students ha!en:t sho"n an, signs/beha!iors as described in the
character building:s indicators/
MT : Mulai Terlihat .The students start sho"ing some signs/beha!iors as described in the
MB : Mulai Ber2embang .The students ha!e sho"n some signs/beha!iors as described in the
M; : Membuda,a .The students ha!e alread, sho"n the signs/beha!iors as described in the
A''ro!ed1 Blitar1 )% Rul, #C)E
Princi'al
Teacher
Subject : English
Genre : e!ie"
Competence Standard
0eading
%* To understand short +unctional te-t and sim'le essa, in the +orm o+ narrati!e and re!ie" in dail,
conte-t and to access in+ormation
Base Competence
%*) To res'ond to the meaning in +ormal and in+ormal short +unctional te-ts that use 2inds o+ "ritten
language accuratel,1 +luentl, and acce'tabl, in dail, conte-t and to access in+ormation
Indicators
es'ond to the meaning in ad!ertisement
Students "ill able to res'ond to the meaning in ad!ertisement
!aterials
Ahead with English
!e teach children "undamental s#ill "or "luent
oral and $ritten %nglish
We offer:
Morning plagro!ps in English "or 3 # ears old
A"ter$s%hool English %lasses "or non native
English st!dents ages #
&
English reading %l!' "or avid readers "or ages 10 13
English short %o!rses "or (o' interview and
)*E+L,IEL)-
All o!r t!tors are .!ali"ied native English spea/ers
New classes start the week of 1
st
August 2010
Please contact us for details
Ahead with English
Linda and -teven
Jalan Proklamasi No. 32 Jakarta
Telp. (021) 77!3221
"mail : #$ead%&it$"n'lsi$()a$oo. co. id
The te-t is an ad!ertisement* An ad!ertisement is a 'ublic 'romotion o+ some 'roducts or
ser!ices* It usuall, includes the name o+ a 'roduct or ser!ice and ho" that 'roduct or ser!ice could
bene+it the consumers* It aims at 'ersuading 'otential consumers to 'urchase or to consume that
'articular brand*
b* Aearning Method : S=E
Tim
e
Teacher Students
)C: Pre & Actiit'
E(ploration
#* Sho"s ne"s'a'er to the class and 'oints to
ads section
E* Acti!ates their bac2ground o+ 2no"ledge
"ith some Duestions:
a* 7hat section is it8
b* 7hat is the 'ur'ose o+ an ad8
c* 7here can ,ou read or listen to ads8
#* 5bser!e the ne"s'a'er and the section
'ointed b, the teacher
E* es'ond to the Duestions criticall,:
a* Ad!ertisement
b* To o++er/ad!ertise 'roducts and ser!ices
to 'ublic
c* In ne"s'a'er1 maga0ines1 TP1 radio1
billboards1 etc
Elaboration
)* As2s the students to read the ads
#* As2s them to ans"er the Duestions
E* Aeads the discussion on the e-ercise
)* ead the ads .care+ulness/
#* Ans"er the Duestions .critical 3 thin2ing/
E* 9iscuss the e-ercise
Bright Minds1 Bright Huture
South Ra2arta:s international school1 o++ering ;indergarten to Elementar, School in
'ur'oseMbuilt modern +acilities
S'acious school "ith s"imming 'ool1 s'ecialist s'orts areas1 and ad!enture 'la,ground
5ur uniDue educational a''roach combines the best elements +rom Australia1 Ne" 4ealand1
and @; &urricula
EN5AAING N57 H5 A@G@ST #C)C INTA;E
Hor more details1 'lease call III )#$% CC
Pisit our "ebsite: """*brightschool*com
Rl* Ana2 &erdas1 Ra2arta Selatan
Email: brightmindsbrightschool*com
Bright
International School
&hoose the right ans"er based on the te-t abo!e8
)* 7hat is the communicati!e 'ur'ose o+ the te-t abo!e8
A* To share an amusing stor, "ith others
B* To 'ersuade the readers that Bright School is the best choice
&* To com'are bet"een International and National school
9* To ensure the readers that Bright is an international school
E* To describe ho" to enroll in Bright School
#* 7hat is the te-t about8
A* Bright School
B* South Ra2arta International School
&* Academic &olleges Grou'
9* Ne" 4ealand and @nited ;ingdom
E* S'acious school
E* 7hich in+ormation is T@E based on the te-t8
A* Bright school is the onl, international school in Ra2arta
B* A Ne" 4ealand school is o'ened in Ra2arta
&* &lasses in Bright School are gi!en in Australia1 Ne" 4ealand1 and @;
9* Bright School o++ers an international e-am
E* Bright School uses Australia1 Ne" 4ealand and @; &urricula*
$* KEnrolling no" +or August #CCQ inta2e*L The underlined "ord means ?
A* stud,ing 9* registering
B* learning E* joining
&* coming
%* The te-t abo!e is a 2ind o+ a/an ?
A* !acanc, 9* ad!ice
B* announcement E* ad!ertisement
)* suggestion
)AN$E3
SALES EXECUTIVE
eDuirements:
At least E ,ears e-'erience
7illing to tra!el to other to"n
7ellMs'o2en in Mandarin and English
Interested candidates are reDuested to send their a''lication letter and resume to:
&P* MARESTI& P<AMA&E@TI&AA
Rl* 9esa Aum'ur E Pematang Siantar1 %$)CC
EMmail: majesticXdm0*com
A''lication letter should reach us be+ore EC
th
5ctober #C)C
Ans"er the Duestions based on the te-t abo!e6
)* 7hat 2ind o+ ad!ertisement is the te-t8 Rob !acanc,
#* 7hat 'osition is o++ered8 Sales e-ecuti!e
E* 7hat languages must an a''licant master +or the job8 Mandarin and English
$* 7hat do the a''licants send to the com'an,8 A''lication letter and resume
%* 7hen is the due date8 EC
th
5ctober #C)C
)C: Post & Actiit'
Con*irmation
)* e!ie"s the material the, just learned
#* Tells them that the, "ill create an ad1 so
the, ha!e to bring the stu++ .'ac2age o+
'roducts1 scissors1 etc/ +or the ne-t meeting
E* &loses the class
)* e!ie" the material the, just learned
#* Pa, attention to the teacher:s instruction +or
the ne-t meeting
M Ne"s'a'er
Assessment
M 7ritten Test : Short ans"ers
EA9ING ASSESSMENT
)* GGGGGGGGGGGGGGG
#* GGGGGGGGGGGGGGG
E* GGGGGGGGGGGGGGG
$*
)*
#*
E*
?
A''ro!ed1
Princi'al
Teacher
L E S S O N P L A N ..
Subject : English
Genre : e!ie"
ENGAIS< TEST $: EPIE7
ead the te-t care+ull, and then choose the right ans"er6
This te-t is +or Duestions ) to %*
0eie14 $#e Iron Lad'
B' Aijit 5#os#
The earl, )QICs "ere di++icult times in Britain* Those "ere hard times "hen Margaret Thatcher
became the countr,:s +irst "oman 'rime minister in )Q(Q* B, the time she Duit in )QQC1 the ussians had
+ondl, dubbed her The Iron Aad, and Britain had changed irre!ocabl,*
Much o+ the drama and trauma that the nation under"ent during her tenure in the )QICs is
glossed o!er b, the director Ph,llida Alo,d:s !enture in this mo!ie* The mo!ie merel, s2ims the sur+ace o+
all that Britain under"entW instead it chooses to +ocus on the 'ersonalit, o+ Thatcher* There is no
com'le-it, or counter'oint on other*
Auc2il, director Alo,d has Mer,l Stree' in the 'rotagonist 'art* Stree':s magnetic 'er+ormance
ma2es u' +or the scri't:s shallo"ness* Stree' and her longMstanding ma2eu' man R* o, <elland earned
5scar +or their "or2 in the +ilm* The, almost ma2e us belie!e1 as i+ "e are "atching the real Thatcher in
action*
Stree' not onl, ca'tures the "al21 the gait1 the !oice and the diction o+ the +ormer British Prime
Minister1 but also the changes in Thatcher:s 'ersonalit, that comes "ith her gro"ing con+idence in the
job* The earl, hesitanc, is re'laced "ith authorit, and arrogance* The shar' 'h,sical contrast bet"een
Thatcher as Prime Minister and the +rail1 +altering Thatcher o+ later ,ears1 "ho 2ee's tal2ing to her dead
husband1 is stunning*
As a mo!ie1 The Iron Aad, "ould ha!e been dum'ed in the categor, o+ lessMthanMsatis+,ing
bio'ic* But Stree' and <elland ha!e not onl, ensured that the mo!ie engages the regular !ie"er* The,
ha!e also made it a JmustM"atch: in e!er, acting "or2sho'*
)* 7hat is the 'ur'ose o+ the te-t8
A* To recount the li+e o+ Margaret Thatcher*
B* To describe the condition o+ Britain in )QICs*
&* To e!aluate the mo!ie entitled The iron Aad,*
9* To e-'lain the 'rocess o+ +ilming the histor, o+ Britain*
E* To entertain the readers "ith the stor, about British "oman Prime Minister*
#* These are the 'eo'le in!ol!ing in the mo!ie 'roduction and the a"ard "hich are mentioned in the
te-t1 e-ce't ?*
A* 5scar &* Ph,llida Alo,d E* Margaret Thatcher
B* Mer, Stree' 9* R* o, <elland
E* 7hat does 'aragra'h $ tell us about8
A* The inter'retati!e recount o+ the mo!ie*
B* The 'er+ect actions o+ Stree' as the Prime Minister*
&* The !enture o+ Alo,d to gloss o!er the trauma in Britain in )QICs*
9* The acts doing b, Margaret Thatcher during her tenure*
E* The !ie"er:s o'inion about the ma2eu' man*
$* 7hich statement is N5T T@E based on the te-t8
A* Mer,l Stree' 'la,s as the 'rotagonist character*
B* The mo!ie +ocuses on the 'ersonalit, o+ Mer,l Stree'*
&* Stree' and <elland earned 5scar +or their "or2 in the +ilm*
9* The mo!ie !ie"ers "ill1 as i+1 "atch the real Prime Minister in action*
E* Margaret Thatcher had been dubbed as The Iron Aad, b, the ussians*
%* A+ter reading the te-t1 "e conclude that the mo!ie is?*
A* Boring &* engaging E* less satis+,ing
B* 5rdinar, 9* not satis+,ing
This te-t is +or Duestions F to )C*
$#e 6 Pro*essors o* t#e 7ar Nort#
B' 8o#n 7ardell
This boo2 +ollo"s three ,oung 'eo'le1 4ara1 Sam and Ben1 as the, attem't to +ind their uncle and his
+riends a+ter being 2idna''ed* It leads them onto an ic, ad!enture in the north 'ole1 "ith lots o+ action and
e-citement*
The main characters are Sam1 4ara and Ben1 "ho are s'ending their holida,s together "ith 4ara
and Ben:s @ncle Ale-ander in Edinburgh* 5ther im'ortant characters in the boo2 are 'ro+essor Murdo1 an
eccentric and 'o"er cra0ed 'ro+essor "ho is obsessed "ith genetic engineering1 Marcia Slic21 "ho has
been subjected to a course o+ treatment b, her 'arents1 but ne!er "anted it1 and % other academics1
+riends o+ Ale-ander1 "ho 2idna''ed along "ith him*
The stor, goes that Ale-ander and the % 'ro+essors1 along "ith 'ro+essor Murdo1 set u' a research
+acilit, and uni!ersit, u'on the isolated and hard to reach island o+ Nordbergen1 in the Arctic sea*
<o"e!er1 Murdo:s ambition soon got the better o+ him1 and he le+t all the other 'ro+essors stranded "hen
the, re+used to coo'erate "ith him* Man, ,ears later1 he 2idna's the other F 'ro+essors and ta2es them
to his secret hidea"a,* It is u' to 4ara1 Sam and Ben to +ind them be+ore it is too late*
The boo2 is "orth a loo21 but is 'robabl, better suited +or ,ounger readers* And to me some o+ the
as'ects o+ the boo2 seemed a little unoriginal*
F* 7hat is the te-t about8
A* A re!ie" on a boo2 entitled The ( Pro+essors o+ the Har North*
B* A research done b, uni!ersit, 'ro+essors in the +ar north*
&* An ad!enture o+ Sam1 4ara and Ben "ith ( 'ro+essors in the Arctic sea*
9* A +ighting bet"een three ,oung 'eo'le "ith 2idna''ers*
E* Rohn Hardell:s boo2 entitled The ( Pro+essors o+ the Har North*
(* 7ho is Ben8
A* Ale-ander:s son* 9* The one "ho 2idna's the 'ro+essors*
B* Ale-ander:s ne'he"* E* A 'oliceman "ho hel's the 'ro+essors*
&* The 'erson "ho hel's Murdo*
I* 7hat ha''ened "hen the other 'ro+essors didn:t "ant to coo'erate "ith Murdo8
A* <e 2illed them* 9* <e le+t them stranded*
B* <e made their boat sin2* E* <e 'oisoned them*
&* <e destro,ed the result o+ their research*
Q* 7hich o+ the +ollo"ing is N5T T@E based on the te-t8
A* Murdo brings the 'ro+essors to his secret hidea"a,*
B* Pro+essor Murdo is obsessed "ith genetic engineering*
&* The 'ro+essors do the research in an isolated island*
9* Marcia Slic2 has been subjected to a course o+ treatment*
E* Sam1 4ara and Ben s'end their holida,s together in Nordbergen*
)C* 7hat does Tim sa, about the boo28
A* The characters are not "ell de!elo'ed* 9* It suits ,oung readers*
B* It is com'licated enough* E* Its ending is unclear*
&* It is too long and boring*
This te-t is +or Duestions )) and )#*
Toda,1 "e:ll +amiliari0e ,ou "ith our ne" 'roduct1 AT& &%CC cell 'hone* It is one o+ the best
'hones on the mar2et* It is Android #*E "ith $*% inch screen* 9i++erent +rom other android cell 'hones
"hich are mostl, touch screen1 this 'hone has a =7ET> 2e,'ad* It has a dualMcore 'rocessor "ith )
gigab,te AM and I gigab,te storage* It has the best camera1 "ith IMP rear camera .AE9 +lash/ and
#MP +ront camera*
))* 7hat is the ad!ertisement about8
A* A cell 'hone* &* A 2e,board* E* A la'to'*
B* A com'uter* 9* A camera*
)#* 7hich o+ the +ollo"ing statements is N5T T@E about the 'roduct8
A* It is Android* &* It has a dualMcore 'rocessor* E* It has 2e,'ad*
B* It is touch screen* 9* It has an AE9 +lash*
This te-t is +or Duestions )E and )$*
)E* 7hat can 'eo'le use the 'roduct +or8
A* To 2ee' health,* &* To reduce +at* E* To maintain stamina*
B* To increase +at* 9* To be beauti+ul*
)$* JTr, it ris2 +ree6: 7hat does the sentence mean8
A* It:s ris2,* &* It has side e++ects* E* It has no side e++ects*
B* It:s +ree o+ charge* 9* It has no additi!es*
This te-t is +or Duestions )% to )(*
Attention1 'lease*
No"1 "e ha!e arri!ed in the 'ar2* >ou can go e!er,"here ,ou li2e* I+ ,ou go to the right side1 ,ou "ill +ind
man, 2inds o+ birds1 on the le+t side there "ill be some games such as +l,ing +o- and boating* There is
also a tree house* I+ ,ou go straight ahead1 ,ou can go to either the s"imming 'ool1 or the +orest +ollo"ing
the 'ath beside it* It:s I a*m* no" 9on:t +orget to gather here at )#:EC '*m* shar'* 7e "ill ha!e lunch and
then go home*
)%* 7here should "e go to 'la, some games8
A* Near the s"imming 'ool* &* To the right side* E* Straight ahead*
B* Near the bird cages* 9* To the le+t side*
)F* <o" long do the, ha!e to be in the 'ar28
A* Si- hours* &* Hi!e and a hal+ hours* E* Si-teen and a hal+ hours*
B* Hi!e hours* 9* Hour and a hal+ hours*
)(* 7hich o+ the +ollo"ing statements is T@E based on the te-t8
A* The birds: cages are on the le+t side*
B* The, should go e!er,"here together*
&* The, should gather at the 'lace a+ter lunch*
9* 7e can +ind a tree house i+ "e go straight ahead*
E* The 'ath to the +orest is beside the s"imming 'ool*
This te-t is +or Duestions )I to #C*
To : sueGbo"ellX,ahoo*com
Subject : article re+usal
9ear Ms* Sue1
Than2 ,ou +or sending ,our short stor, entitled JThe <a!ermout and the Hoot: to Teen Ne"s
Maga0ine* <o"e!er1 "e cannot acce't it since "e consider that it is too hea!, +or teens* Moreo!er1 some
o+ the !ocabular, used is un+amiliar*
An,"a,1 "e are ha'', that ,ou ha!e 'artici'ated* 7e ho'e that ,ou "ill continue 'artici'ating b,
contributing ,our article to us1 +or the sa2e o+ the teens in our countr,*
Rohn Mc&lair
Teen Ne"s Maga0ine Editor*
)I* 7hat is the email about8
A* Article re+usal*
B* Teen Ne"s Maga0ine*
&* The <a!ermout and the Hoot*
9* The teens in our countr,*
E* Sue:s 'artici'ation*
)Q* The editor can:t acce't Sue:s short stor, because
A* it:s too hea!, +or teens and some o+ the !ocabular, used is un+amiliar*
B* itYs Sue:s +irst 'artici'ation in "riting a short stor, +or teen maga0ine*
&* The teenagers don:t li2e JThe <a!ermout and the Hoot:*
9* Rohn Mc&lair isn:t ha'', "ith Sue:s contribution*
E* the editor has to "or2 hard to edit the short stor,*
#C* 7hich statement is T@E based on the te-t8
A* The sender o+ the email is Sue Bo"ell*
B* Some o+ the !ocabular, used is +amiliar*
&* Rohn Mc&lair is the editor o+ the maga0ine*
9* Sue:s stor, is eas, to be understood b, the teens*
E* The <a!ermout and the Hoot is the name o+ the teen maga0ine*
Subject : English
Genre : e!ie"
Time Allotment : ) X $% minutes
EME9IAA / ENI&<MENT TEA&<ING AN9 AEANING
5N T<E EPIE7 TEXT
L E S S O N P L A N .:
Subject : English
Genre : e!ie"
EME9IAA TEST
This te-t is +or Duestions ) and #*
)* The series o+ the boo2s contain GGGGGGGG le!els general English course*
A* t"o &* +our E* si-
B* three 9* +i!e
#* K* * * and encouraging them to learn ra'idl,*L 7hat does the "ord Jthem: re+er to8
A* Boo2s &* A''roaches E* Students
B* Adults 9* eaders
*
This te-t is +or Duestions E and $*
7ant to ha!e a ne" com'uter or noteboo21 but ,ou can:t a++ord it8 9on:t "orr,* 7e gi!e ,ou
a solution* >ou can bu, it in our store in credits* Hor more in+ormation1 come to Ar,a &om'*1 Ralan
Maja'ahit no* )#C or call CIIIIIIIII*
E* <o" can 'eo'le 'a, +or the 'urchase o+ a com'uter or noteboo2 in the store8
A* In cash &* B, chec2s E* B, trans+erring some
B* In credits 9* B, trans+erring !ia ATM mone,
$* K* * * but ,ou can:t a++ord it8L 7hat does the "ord Ja++ord: mean8
A* <a!e mone, +or &* <a!e time +or E* Pa, +or
B* Heel doubt+ul +or 9* Pre'are +or
This te-t is +or Duestions % to I*
0eie14 The Rachael Ray Show
B, Thomas Tennant
Part coo2ing sho"1 'art Generation X li+est,le 'rogram1 and all tal21 the achael a, Sho" o++ers
guests +amiliar tal2 sho" elements1 such as celebrit, guests1 inter!ie" segments and hot to'ics* The
sho" is 'roduced b, 5'rah 7in+re,:s <ar'o Productions* And since its debut1 it has soared in the ratings*
a, 'ic2ed u' her +irst Emm, +or the 'rogram in #CCI +or the #CC( season*
The achael a, Sho"1 starring that incredibl, 'er2, and incredibl, cute star o+ all things Hood
Net"or21 debuted her tal2 sho" "ith a lot o+ +an+are and Duestions bac2 in Se'tember #CCF* But as her
recent Emm, "in can attest to1 a,:s sho" has ta2en o++ "ith +ans and soared in the ratings* a,:s sho"
celebrates the canMdo s'irit in e!er, 'erson and gi!es !ie"ers the essentials +or "holeMhearted li!ing*
a, is "ellM2no"n +or her 2itchen s2ills1 and creati!e coo2ing continues to be a cornerstone o+ the
'rogram* But the sho" does stra, into a"a,M+romMtheM2itchen territor, "ith celebrit, guests1 inter!ie"
segments1 and other tal2 sho" standards* a, has inter!ie"ed celebrit, guests be+ore1 most notabl, on
her HN 'rogram Inside 9ish "ith achael a,1 ostensibl, a tal2 sho"1 and she honed that abilit, on her
sho" the last t"o ,ears*
%* 7hat is the sho" about8
A* A coo2ing contest &* &oo2ing and tal2 sho" E* An Inter!ie" and
B* A singing contest 9* Talented 'eo'le debate
F* 7hen did the +irst achael a, Sho" broadcast8
A* In #CC% &* In #CC( E* In #CCQ
B* In #CCF 9* In #CCI
(* 7hich statement is NO$ $0;E according to the te-t8
A* The sho" 'resents celebrit, guests
B* The sho" has soared in the ratings since its debut
&* The sho" is 'roduced b, 5'rah 7in+re,:s <ar'o Productions
9* a, has not inter!ie"ed celebrit, guests be+ore
E* a, is "ellM2no"n +or her 2itchen s2ills
I* K***1 it has soared in the ratings*L.Paragra'h )/* 7hat is the anton,m o+ the "ord Jsoared:8
A* 9ecreased &* Sto''ed E* Shined
B* 9e!elo'ed 9* &ontinued
Q* Nad,a : <a!e ,ou +inished ,our home"or2 "hen ,our cousin came8
Aeo : >es1 I ha!e*
7hat can "e conclude +rom the dialog8
A* Aeo:s cousin came1 so Aeo +inished his home"or2
B* Aeo:s cousin came and Aeo +inished his home"or2
&* Aeo:s cousin came "hen Aeo +inished his home"or2
9* Aeo:s cousin came be+ore Aeo +inished his home"or2
E* Aeo:s cousin came a+ter Aeo had +inished his home"or2
)C* Aita : Man, 'eo'le li2e seeing <arr, Potter mo!ies*
Arnold : No "onder* The mo!ies are interesting*
7hich statement is suitable "ith the dialog8
A* <arr, Potter mo!ies are interesting although man, 'eo'le li2e seeing them
B* <arr, Potter mo!ies are interesting but man, 'eo'le li2e seeing them
&* <arr, Potter mo!ies are interesting1 so man, 'eo'le li2e seeing them
9* <arr, Potter mo!ies are interesting unless man, 'eo'le li2e seeing them
E* <arr, Potter mo!ies are interesting because man, 'eo'le li2e seeing them
This te-t is +or Duestions )) to )%*
<a!e ,ou seen *asar "elangi8 I bet most o+ ,ou ha!e seen it* An,"a,1 the mo!ie sets in Belitung1 a
small island near Sumatra* The iron, about the island is the +act that it is one o+ the richest islands "hich
'roduces tin1 ,et the majorit, o+ the 'eo'le are 'oor*
The stor, is about the sur!i!al o+ a school +or 'oor 'eo'le in Belitung* Tal2ing about this school1 it
onl, has one teacher .Miss* Mus/1 a 'rinci'al .Mr* <ar+an/ and ten students* It has a bro2en school
building1 has no uni+orm1 and uses stic2s +or their math lesson* The students e!en ha!e to clean the
classroom a+ter the rain because lots o+ animals enter the classroom loo2ing +or shelter* 7hat about the
ten students8 The, ha!e to deal "ith man, di++iculties during their e++ort to get 'ro'er education*
<o"e!er1 the, don:t gi!e u' and still ha!e big dreams* The, stud, diligentl, and ma2e great histor, +or
their school*
*asar "elangi is a sim'le stor,* It:s about the struggle o+ 'eo'le "ho 'ursue their dreams1 no
matter ho" 'oor the, are* Trull,1 I am carried a"a,1 and I don:t "ant to "aste an,more time on ho" good
and natural the casting is1 ho" brilliant the director is* Some scenes are able to touch m, heart in the
sim'lest1 most honest and humble manner*
Go see this one* >ou might "ant to end u' doing something good to others1 and it:s 'robabl, "hat
the "orld needs most no"*
))* 7hat is the mo!ie about8
A* The histor, o+ a school 9* Peo'le:s struggle to get better li+e
B* The 'roduction o+ tin E* Peo'le:s struggle to 'ursue their dreams
&* The condition in a !illage
)#* <o" is the school building described in the mo!ie8
A* It is old &* It is bro2en E* It is dirt,
B* It is ne" 9* It is clean
)E* According to the te-t1 "h, do the students ha!e to clean the classroom a+ter rain8
A* Because man, animals enter it loo2ing +or shelter
A* Because it is situated on the ban2 o+ a ri!er
&* Because the rain o+ten causes +loods
9* Because it is +ull o+ garbage
E* Because it is "et and humid
)$* KThe, ha!e to deal "ith * * * *L .Paragra'h #/* The "ord Jthe,: re+ers to GGGGGGGG*
A* the 'eo'le &* the children E* the adults
B* the teachers 9* the students
)%* K* * *1 most honest and humble manner*L .Paragra'h E/* 7hat is the closest meaning o+ the "ord
Jhumble:8
A* &om'licated &* 7ise E* Natural
B* Modest 9* Arrogant

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