A.

Student and setting

Students
16-18 years old students with high intermediate low advanced language proficiency. There are 1417 students in the class and all of them are boys.
Setting
Private school (Turkish-Indonesia foundation) where students are studying English as a requirement
of national curriculum as well as the language used in science lessons. Students lives in dormitory
and have limited access to electronic devices and internet. There is a blackboard, smartboard,
projector and soundsystem in the classroom. Classes are 80 minutes long, divided into two 40minutes sessions, with 10 minutes break between the sessions. We meet twice a week.
B. Lesson background
Students have finished a chapter about business where they learned vocabulary about business,
newspapers and magazine, phrasal verbs, synonym for the verb get, irregular form, reported speech
and reporting verbs.
In the first part of this lesson, students will watch videos and read texts (including brochures and
news) related to festivals. Then, they will work in group to create a simple skit to promote the
festival they like. In the second part, they will work on a section called skills round-up in their
students book. They will work in group, to read and discuss a text and a radio programme about
festival. Then, they should answer some questions and make a suggestion or a plan about school
festival.
C. Learning objectives
By the end of the first session, students will state their interest related to festival, analyze
information from various sources, compose a simple skit and perform it infront of the class. By the
end of the second session, they will apply vocabulary and expressions they have learned about
business and historic festival as they discuss and answer the questions. They will also express and
discuss their ideas related to school festival. They will need to manage their time and their group so
that they can carry out the instructions and activities in a timely way.
D. Materials and sources
Kelly, Paul and Iannuzzi, Susan. 2010. Aim High 4 Students book on skills round-up section page 57.
Oxford. Oxford University Press.
Kelly, Paul and Iannuzzi, Susan. 2010. Aim High 4 i-tools software for the audio of skills round-up
section page 57. Oxford. Oxford University Press.
Videos
The Oxford Literary Festival, retrieved from: https://www.youtube.com/watch?v=3x-06UkIIAY on
January 31, 2015.

Ludlow Food Festival, retrieved from: https://www.youtube.com/watch?v=xF1MCjNzUxk on January

31, 2015.
The
International
Festival
Edinburg,
https://www.youtube.com/watch?v=vQSIxcVpExI on January 31, 2015.

retrieved

from:

News and brochures:

The Oxford Literary Festival, retrieved from: http://www.literaryfestivals.co.uk/oxford.html on
January 31, 2015.
Ludlow Food Festival, retrieved from: http://www.foodfestival.co.uk on January 31, 2015.
The
International
Festival
Edinburg,
retrieved
from:
http://www.edinburghfestivalcity.com/festivals/edinburgh-international-festival on January 31,
2015.
Dictionary:
Oxford Advanced Learners Dictionary, 8th edition Oxford University Press, 2010

E. Procedures / timing
Teacher does/says . . .

Session 1: Teacher opens the

lesson by asking what comes
to your mind if you hear the
word festival? (then: book,
theater performance, food).

Students do/say . . .

Approximate time
needed

Students share their opinion related to

festival, book, theater performance,
food.

5 minutes

Teacher asks students to make

a group based on their
preference; book, theater/art,
or food.

Students make the group and sit with

the group.

5 minutes

Teacher ask students to pay

attention to the video the
teacher about to play. Students

Students watch the video and take

notes.

10 minutes.

Teacher asks students not to

open their students book
during the first session.

may take notes if necessary.

Teacher plays/shows the video
about the oxford literary
festival, the international
festival edinburg, and ludlow
food festival.
Teacher distribute print outs of
the brochure and news of the
festivals.
Teacher ask students (groups)
to discuss about the festival
related to their group, using
the video and news/brochure
they have.

Students discuss about the festival

related to their group, compose simple
skit and perform it infront of the class.

Teacher ask students to

compose a simple skit to
promote the festival and
perform it infront of the class.

10 minutes for discussion

and composing the skit.

10 minutes for performing

the skit.

Teacher record/video students

performance.
Session 2: Teacher ask students
to open their Aim High 4
students book on page 57.

Students open their book.

Teacher ask students read the

text entitled Festivals for all
tastes loudly. One student
read one sentence.

Students check and discuss their

understanding and express their ideas
about the festivals by answering the
questions.

Teacher discuss the meaning

and pronunciation of some
words using dictionary
software.
Teacher check students
comprehension by asking the
questions in exercise 2.
Teacher ask students opinion
about the festivals (regardless

Students read the text loudly.

20 minutes.

of their group) using the

questions in exercise 3.
Teacher plays an audio/radio
programme aboiut a festival.
Teacher asks students to pay
attention to a list of words in
exercise 1 and mention things
that they heard in the audio.

Students listen to the audio, check the

list and mention the things that they
heard.

10 minutes.

Students check and discuss their

comprehension by answering the true
or false questions.

Teacher check students

comprehension by asking the
true or false questions in
exercise 2.
Teacher asks students (groups)
to discuss and make a plan or a
suggestion for school festival.

F.

Students discuss and make a plan

about school festival in a piece of
paper. Students submit the plan or
suggestion.

10 minutes.

Learner Feedback/Formative Assessment:

In session 1, I will give comments or feedback at the end of each skit/performance. The comments/
feedback will focus more on the idea that they want to say rather than the spesific language points.
The video/record of students skit/performance serve as the proof of their understanding about the
information they have got and as product/result of the lesson.
In session 2, , I will give comments or feedback at the end of the reading session. The comments or
feedback will be on vocabulary and pronunciation. I will use a dictionary software to check the
meaning and pronunciation of certain words. I will use the questions in the exercises to check
students understanding of the text and audio. At the end, students plan and suggestion for school
festival will be the proof of what they can do with their overall understanding about the whole
lesson.

G. Reflection
a. This lesson plan is different from my previous one as I focus in only one section of my reference
book. In doing so, I can gather related authentic material (video, news and brochures) related to
the topic of the section. I also can explore/do more activity as well as alocate more time for each
activity.

b. This lesson uses authentic material in the form of video, news and brochures related to the
festival being discussed. The activities include analyzing information from various sources,

composing simple skit and performing it infront of the class, reading aloud, answering
and discussing questions related to the text and audio as well as making a plan or
suggestion for a school festival. The feedback is given at the end of session/activity to
encourage more participation and discussion. The formative assessment is in the form of
skit/performance, written plan or suggestion for school festival as well as question and
answer activity based on the exercises on the reference book.