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LESSON PLAN

School : SMKN 3 KENDARI


Class/Semester : X1 (Hotel and Accommodation)/Second
Semester
Meeting : Second Meeting
Time Allocation : 2 x 45 Minutes
Lesson/Skill : English/Speaking
Theme : Expressions of offering help and the appropriate
responses

a. Standard Competence
• To understand the meaning of transactional (to get things done) and interpersonal
conversation in the context of daily life.
b. Basic competence
• To express the meaning of the transactional and interpersonal conversation and
continuing accurately, fluently and acceptable in context of daily live by involving
speech act; such as expressions of asking help, offering help, inviting someone by
using the variety of simple spoken language to interact with the other people.
c. Indicators
1. To respond orally the kinds of expression of offering help, accepting and
refusing other’s help in a conversation with the others.
2. To express the ways of offering help and accepting and refusing help by
using a simple spoken language.
d. Learning Objectives
At the end of this teaching and learning process, students are expected to be able
to:
 To use directly the expressions of offering help and the appropriate responses that
used in daily interaction with the other people.
 To carry out the transactional conversation that involves the action of offering help
and giving the appropriate responses.
e. Learning Material
• Brief introduction of expressions of offering help and giving the appropriate
responses.
• The expression of offering help and giving the appropriate responses (enclosured).
• The conversation contains the expression of offering help and giving the appropriate
responses (enclosured).
f. Learning Method
The method that used in this teaching and learning process is
 Simulation

 A small group discussion


g. Instructional Procedures
The instructional procedures in this teaching and learning process are as follow:
Stage Teacher Activities Student Activities Time
Allocation
Pre- • Teacher greets the students • Students respond the 10 Minutes
activi as one way to get students’ greeting from the teacher.
ty attention.
• Teacher checks the • Students listen
attendance list of students by the teacher calls their
calling the students’ name one names and answer it
by one. loudly.
• Teacher reviews the • Students
previous material by asking the explain about the previous
students related to the previous material.
topic.
• Teacher does • Students give
apperception to relate students’ explanation about the
background knowledge with previous learning material
the new material that is going enthusiastically.
to be learned.
• Teacher gives clues • Students pay
and brief explanation about the attention and give
new topic to develop students’ feedback toward teacher’s
prior knowledge. clues.
While • Teacher • Stud 65 Minutes
Activi explains the aim of teaching ents pay attention to the
ty and learning process. teacher’s explanation
• Teacher • Stude
explains the important point of nts focus to the teacher’s
expressions of offering help explanation and they
and the expression of make a note that relates to
accepting or refusing help. the teacher’s explanation.

• Teacher • Stude
asks students to listen and nts listen when the teacher
repeat together the expressions reads some expressions
of offering help and the and then they repeat it
expression of accepting or after their teacher read it.
refusing help.
• Teacher • Stude
gives opportunities to several nts read the expression of
students for repeating the offering help and the
expression of offering help and expression of accepting or
the expression of accepting or refusing help under the
refusing help. teacher instruction.
• Teacher asks students to • Students read and
read the material in handbook concentrate to the
to comprehend the example of example of conversation
conversation within it. intensively.
• Teacher gives chance to the • Students ask some
students to ask some question questions if they still do
relate to the topic. not understand about the
material.
• Teacher asks students to • Students form a group
form a group of two and the of two and they remember
teacher divides them become their letter.
student A and student B.
• Teacher asks a captain class • A captain class
to distribute the name tags as distributes the name tags
students’ identity and asks to each group and each
each group to choose their group chooses their
group’s name. group’s name.
While • Teacher asks students to sit • Students sit with their 65 Minutes
Activi with their partners and they partners and they respond
ty turn on their partner’s attention the greeting of her/his
by saying “Hello or Hi”. partner by saying “Hello
or Hi”.
• Teacher asks student to • Students open the
open the handbook and find handbook and find the
out the pages of worksheet that pages of worksheet.
contains new topic.

• Teacher asks students to • Students read and they


read the worksheet, then begin to practice the
STUDENT A and STUDENT expression of a
B practice using the expression conversation with his/her
of a conversation with his/her partner.
partner.
• Teacher monitors the • Students actively
interviewing process and helps practice their speaking
students who have problem. skill in using the
expressions of offering
help and the expression of
accepting or refusing
help.
• Teacher asks students to • Students change their
change their role, where role and practice the
student A becomes student B conversation again.
and vice versa.
While • Teacher asks each group to • Students try to 65 minutes
Activi complete the task of offering complete the task and
ty help and giving responses they share their thought
under the instruction of the each other for finding the
teacher. answer.
• Teacher gives chances to • Students explain about
two or three groups to tell the their answers in front of
whole class about their answer. the class.
• Teacher asks the other • The other groups give
groups to give compliment or compliment and
suggestion about each group suggestion to each group
performing. performing.
Post- • Teacher gives the comment • Students listen and 15 Minutes
activi and feedback to the student’s make notes about the
ty performing. teacher’s comment and
feedback.
• Teacher cooperates with the • Students help teacher
students to conclude all of to make the conclusions
materials that have been of material.
taught.
• Teacher gives homework to • Students pay attention
the students for completing and check their
their speaking assignment and homework on handbook.
encourages the students to
practice English.
h. Source of the Learning Material
The sources of the materials that are used in this teaching and learning process can be
divided into two kinds, as follow:
 Required material: Rudiyanto (2004). English for a Better Life. Pakaraya Pustaka:
Bandung.
 Supplementary material: Manshur, Syafi’i (2001). English Daily Conversation.
Karya Utama: Surabaya

i. Assessment orientation
The assessment that used in this subject is on going assessment, in which the
instrument form is interview task in a small group.
j. Assessment rubric

Student’s mark = Achievement score x 100%


Maximum score

• Speaking
The criteria of scoring students’ speaking achievement can be seen at the following
table:

Aspect Score Total


1 2 3 4 5
Fluency
Intonation
Performanc
e
Pronunciati
on
Group
working
Note:

1= very poor

2= poor

3= enough

4= good

5= very good

Kendari, 19 Maret 2010

The Head Master of SMKN 3 Kendari, The


teacher,

Drs. Hengki Satrianta Citra P.


Puspita Tohamba
NIP. 1142 003 980 NIM. A1D2
07097
Appendix of Learning Material

OFFERING HELP, ACCEPTING AND REFUSING


HELP

• Introduction of Offering Help


What you should know
Offering help is the statement

Source: Bruce Tillit and Mary Newton Bruder (1985)

• Introduction of Accepting Help


What you should know

Source: Bruce Tillit and Mary Newton Bruder (1985)

• Introduction of Refusing Help


What you should know

Source: Bruce Tillit and Mary Newton Bruder (1985)


• Expression of Offering Help, Accepting and Refusing Help
Here are some useful expressions for offering help and for giving the
responses
Offering Help Accepting Help Refusing Help
 Is there anything I can  Thank you.  No, thank you!
do…?  That’s very kind of you.  No, really!
 Would you like any  Oh, yes please.  No, thanks.
help?  That sounds very kind.  No, it’s all right.
 Let me help…?  If you sure it’s no  That’s very kind
 Let me give you a trouble for you. of you, but…
hand with…  Thanks a lot, but
 Cheers!
 May I be of some  Lovely! or Great! I’m okay.
help?  Thank you for
 You are the most kind.
 May assistance? offering, but…
 That’s extremely good.
 Can I do something…?
 What can I do to
help…?
 Shall I…?

• Example of Conversation with using Offering Help and Giving


Responses
This is an example of offering help and giving responses politely. This situation is
occurred in a hotel. Please read this conversation below carefully and then act it out.
• Receptionist: Inna Grand Bali Beach Hotel. Good afternoon, sir. Can I help you?

• Mr. Amran : Yes, thanks. I want to a room. Can you spare a room for me?

• Receptionist: Oh, certainly, sir. Could you tell me the kind of rooms you need? We
have superior rooms in the Superior garden Wing and Deluxe rooms in
the Deluxe Tower Wing.
• Mr. Amran: Emm, I think the tower wing will be better.
• Receptionist: Fine. Excuse me, Could you tell your name and your phone number, sir?
• Mr. Amran: My name is Arman Sentosa and my phone number is (0274) 55143.
• Receptionist: Thank, you. Mr. Amran. Could you give your card identity, please!

• Mr. Amran: Sure, this is my card identity.


• Receptionist: Fine. Wait a moment, please. I will check. How long you want to stay
here, sir?
• Mr. Amran: I will be there for three nights, from June 21 to 23.
• Receptionist: Well, I have taken your confirmation. This is your room’s number and
the room’s key. Would you like others help, sir?
• Mr. Amran: No, thank you for offering.
• Receptionist: Okay! Nice to meet you, Mr. Amran.

• Mr. Amran: Nice to meet you too.

• TASK 1: make a dialogs (In pair work)


Mr. Amran and family were busy unpacking their luggage. Make dialogs of
offering help and giving appropriate responses. You have to use the things below in your dialogs.
A dialog may contain expressions of offering help only and accepting help, or/and with refusing
help.

Luggage An extra blanket


A pen The TV channel
The waste basket Tissue Paper
Clothes The curtain cord
Example:
Dion : Can I help you, mom?
Mrs. Amran: Sure. Can you bring the
luggage here?
Dion : Here, you are. Shall I unpack it?
Mrs. Amran: Okay. Then put the clothes
in the wardrobe.