LESSON PLAN

CONGRATULATING AND COMPLIMENTING OTHERS

CREATED
BY :
PUTRI SIRAIT
16120418
GROUP : C

LECTURER : DUMARIS SILALAHI, M. Pd

FACULTY OF TEACHER TRAINING AND EDUCATION

NOMMENSEN HKBP UNIVERSITY
MEDAN
2019
 LESSON PLAN

School : SMA Negeri 5 PEMATANGSIANTAR

Subject : English
Grade/semester : X/two
Skill : speaking
Topic : congratulating and complimenting others
Time allocation : 2 x 45 minutes

A. CORE COMPETENCE (KI)

1. Experiencing and applying honesty, discipline, responsibility, care (helping one another,
cooperation, tolerance, peace), well-mannered, responsive, and pro-active and to show attitude as a
part of solution for problems to interact effectively in social and natural environment and take a
position as a reflection of nation in the world’s association
2. Understanding, implementing, analyzing knowledge (factual, conceptual, procedural) based on their
curiosity about knowledge, art, culture, and humanities with human concept, nationality, and
civilization insights related to the phenomena and real events, also applying the procedural
knowledge in a specific area of study according to their interests to solve the problem.
3. Processing, reasoning and presenting various things in the concrete and abstract realm in accordance
with the development of what they have learned in the school independently and be able to use the
method according to the rules of science

B. BASIC COMPETENCE AND INDICATORS

Basic Competence
1. Being grateful for the chance that they able to learn English as an international language that is
accomplished in the learning enthusiasm.
2. Showing responsibility, care, cooperation and peace in doing the functional communication.
3. Analyzing social function, text structure, and language feature in asking and giving opinion based
on certain context.
4. Composing spoken and written text to state and respond opinion, by paying attention to social
function, text structure, and language feature, which is credible and appropriate with the context.
 5. Indicating well-mannered and caring behavior in conducting interpersonal communication
between the student and teacher and his/her friends.

Indicators

Social

1. Students are able to be responsible during the learning process

2. Students show care during the learning process 2.3.3 Students are able to be cooperative during
the learning process
3. Students are able to show peace

Knowledge

1. Students are able to identify the social function of congratulating and complimenting others
2. Students are able to identify language features of congratulating and complimenting others 3.3.3
Students are able to identify congratulating and complimenting others from examples given in a
form of written text (reading)
3. Students are able to identify congratulating and complimenting others from examples given in a
form of audio or spoken text (listening)

Skill

1. Students are able to produce written text about congratulating and complimenting others (and
thoughts) (writing)
2. Students are able to produce spoken text about congratulating and complimenting others (and
thoughts) (speaking)

C. LEARNING PURPOSES
Social

1. Through learning material on congratulating and complimenting others (and thoughts), students
are able to be responsible for the task given consistently
2. Through learning material congratulating and complimenting others (and thoughts), students
show care about their environment during the learning process actively
3. Through learning material on congratulating and complimenting others (and thoughts), students
are able to work together with others during the learning process cooperatively
Knowledge

1. After learning material on congratulating and complimenting others (and thoughts), students are
able to identify the social function of congratulating and complimenting others (and thoughts) in
English correctly.
2. After learning material on congratulating and complimenting others (and thoughts), students are
able to identify language features of congratulating and complimenting others (and thoughts) in
English correctly
3. After learning material on congratulating and complimenting others (and thoughts), students are
able to identify expressions of congratulating and complimenting others (and thoughts) from
examples given in a form of written text in English correctly

Skill

1. After learning material on congratulating and complimenting (and thoughts), students are able to
produce spoken text (speaking) to ask for and give opinion (and thoughts) in English
appropriately
2. After learning material on congratulating and complimenting (and thoughts), students are able to
produce written text (writing) to express congratulating and complimenting others (and
thoughts) in English appropriately

D. LEARNING MATERIALS

1. Definition Congratulating and Complimenting

Compliment is an expression that we show or say to express/give praise. Some people

use compliments to “butter up” somebody or to flatter in order to increase good will. Complement
is for anyone you have occasion to talk with (friends, family, colleagues, and even strangers)

Complement is express to praise about:

- the way people’s look/ general appearance

- something people have
- something people did
- something people said
The Expression of Complement: The Responses of Compliment:
That’s a beautiful dress! Thank you
What a lovely shoes! Really? Thanks
You did very well Thank you for saying so
You are a good cook I am glad you like it
Wow..it is really suits on you. I am glad you enjoyed it
Mika : Really? Thank you Dyan.
You look charming in that dress

The example:
Teacher : This is good composition, Gerry.
Gerry : Thank you, Sir. I had work very hard on it. Because the topic was not very familiar to me
Teacher : You did a very good job.
Gerry : Thank you, Sir

Congratulation is an expression that we use to give the congratulation utterance when he/she
success in doing something.

Kinds of Congratulations:
- Congratulation of someone’s success
- Happy Birthday
- Merry Christmas
- Happy New Year
- Happy Valentine
- Happy Anniversary

The expression of Congratulation The Responses of congratulation:

Congratulation! Thank you
Congratulation on your promotion Thanks, I hope you so
Congratulation for your graduate Thanks, I needed that
I would like to congratulate you You are very kind thank you
Let me congratulate on your success It’s very kind of you to say that

The example :

Aunt : I heard you have passed your English exam, is it true?

Poppy : Yes, aunt.
Aunt : Congratulation for your exam, Poppy.
Poppy : Thank you very much, aunt.
Aunt : So, what is your plan after that?
Poppy : I plant to go to the vocational school, aunt.
Aunt : Good.

E. TEACHING METHOD
1. Method : task based language teaching
2. Technique : group discussion

F. MEDIA AND SOURCES OF MATERIAL

1. Media : Video
2. Instrument : textbook, white board, board marker.
3. Sources of material : 2013 Curriculum

G. LEARNING ACTIVITIES
ACTIVITY DESCRIPTION OF ACTIVITY TIME
ALLOCATION
Pre Activity 1. Teacher greets the students using English in order to create 15 minutes
English Environment
2. Teachers and students pray together
3. Teacher checks the student’s attendance
4. Teacher shows the video and leads in question related to the
theme.
Observing 65 minute
Main Activity  Showing the video and ask the opinion from the students
related to the pictures.

Asking
 Teacher ask to the student about material (giving and
asking opinion)
 Teacher explain the topic to the student how give and ask
opinion.
 Experimenting
 Student divided into group
 Teacher give task to each of group related to the topic
 Teacher ask student to make a conversation about
congratulating and complimenting others
 Student discuss with their group

Analyzing
 Teacher check their assignment and correct their error

Communicating
 Teacher invites some group to practice or present their
conversation
 Teacher ask the students to give the score and critic for
friend’s presentation

1. Teacher ask one of the student to conclude the material 15 minutes

Post Activity 2. The teacher closes the class and ask one of the student to
pray in front of the class

H. Assessment
1. Type/TechnicalAssessment
•Attitude : through observation rubric during learning attitude.
•Knowledge : oral test(conversation based on the type of test).
•Skills : performance(discuss with friend).
A. Speaking assessment.
1. make a conversation with your friend congratulating and complimenting others
 B. Rubric speaking
Behavior Observation Sheet

Well-mannered Responsible Caring

No Student Name
1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
1.
2.
3.
4.
5.
…

Scoring Rubric of the Behavior Observation Sheet

Criteria Score
Less consistent indicating well-mannered, responsible and caring 1
Quite consistent indicating well-mannered, responsible and caring 2
Set to be consistent indicating well-mannered, responsible and caring 3
Consistent indicating well-mannered, responsible and caring 4
Always consistent indicating well-mannered, responsible and caring 5

Scoring Guide:
Final Score = Obtain Score
----------------------- x 4
Maximum Score
 TASK BASED LANGUAGE TEACHING

1. DEFINITION
Task based language teaching is the method to facilitate students’ language learning by engaging
them in a variety of tasks that have a clear outcome. The teacher’s role is to choose tasks, based on an
analysis of students’ needs, that are appropriate to the level of the students and to create pre-task and task
follow-up phases that are in line with the abilities and needs of the students. The teacher also monitors the
students’ performance, and intervenes as necessary. The role of the students is to communicate with their
peers to complete a task.

2. CHARACTERISTIC
A pre-task phase typically begins a task sequence. During this phase, a teacher can introduce the
students to the language they will need to complete the task. The tasks are meaningful and relevant so that
the students see the reason for doing the task and can see how the task relates to possible situations in
their lives outside the classroom. Students are actively engaged with the task, with the teacher monitoring
their performance and intervening when necessary. The task has clear outcomes so that both students and
teachers can tell if the task has been successfully completed. A post-task phase takes place to reinforce
students’ learning or to address any problems that may have arisen.
 REFERENCES

Larsen, Diane. And Anderson, Marti. 2011. Technique &principles in Language Teaching. New York :
Oxford University press 2011
English book grade X.