Lesson Plan/Teaching Module for English Subject
Using Expressions for Telling Hobbies in a Formal Conversation through Cooperative
Learning and Genre-Based Approach
Group 4
Developer(s)’ Names : 1. Marshandini Shabrina R.
2. Nanda Wida A.
3. Wahyu Fitriati
4. Ricky Fajar A.
5. Alya Navi H.
6. Abdul Aziz Patria S.
Required Competencies : Based on the lesson plan, the following
competencies are expected to be achieved by the
students :
★ Ability to recognize different types of texts
and their intrinsic elements
★ Ability to listen and understand spoken
English
★ Ability to communicate ideas and opinions
effectively in a group discussion
★ Ability to use appropriate expressions for
telling hobbies in a formal conversation
★ Ability to write a short paragraph about
one’s own hobbies using the expressions
learned in the lesson.
Pelajar Pancasila Profile : Bergotong Royong through the use
of Cooperative Learning (CL)
Facilities and Infrastructures : Audio equipment and materials,
classroom layout, technology and software,
assessment tools, teaching aids.
Target Students : Grade 7/Phase: D
Teaching Approach : Genre-Based Approach
Teaching Method : Cooperative Learning
Time Allocation : 1 meeting (2 X 40’)
Language Skill : Listening
Learning Objective(s) : By the end of the lesson, students are able to
recognize the use of expressions for telling hobbies
in a formal conversation.
Assessment : (leave this blank this time)
Eliciting/Guiding Questions :
1. What do you already know about the topic we will be discussing today? How do you think
this topic relates to your own experiences? (BKOF)
2. What words or phrases did you hear that stood out to you in the listening text? (MOT)
3. Can you help me come up with some ideas for what we could include in our group discussion
about this topic? (JCOT)
4. Now that you have listened to the conversation between the two speakers, can you retell the
main points of their discussion in your own words? (ICOT)
Learning Activities :
a) Opening
The teacher can determine the type of text he wants to teach according to the conditions
in the class. Learning can start from the type of text that contains topics that are already
known by students to help them understand the contents of the text they read and then be
able to produce text of that type in spoken and written form. Furthermore, the teacher can
introduce students to new types of text that are known to students. Teachers can help
them build an understanding of these new types of texts so that students are able to
produce works in these types of texts, both orally and in writing. The selection of the type
of text can also be adapted to the conditions that are often experienced by students both in
the school context and at home so that students have the opportunity to study and practice
the text in real life.
b) Main
Building Knowledge of the Field (BKOF)
● Students know the course in which they will study about;
● Students develop basic knowledge and understanding of concerning the English
language in the form of spoken;
● Students listen to the audio provided;
● Students learn to discuss of what the information students got from the audio
given;
● Students identify general spoken text identification ideas (Descriptive texts,
Narrative texts, Recount texts, etc)
● Students categorize the text categorization (identifying intrinsic elements of the
texts given)
Modeling of Text (MOT)
● Providing students with different types of audio with different context as the
exercise in every meetings;
● Students listen carefully to the audio;
● Students start to discuss about the information they catch from the audio given;
● Students are asked about their answers after listening to the audio;
Joint Construction of Text (JCOT)
● Build the students’ knowledge of the field or topic through :
- Activities which develop the organization of information (Students are
asked to do work in pair or group)
- Activities which develop getting information through spoken form
(Students are asked to perform conversation dialog)
- Activities which develop links between the listening and the context
(Students are able to determine what the audio is all about)
Independent Construction of Text (ICOT)
● Students do audio exercise;
● Students compose text independently;
● Students present monologue;
● Getting information from presented text.
Linking Related Texts
● Comparing the use of text types across different fields (e.g. what is the use of
recount text?)
● Differentiating other text types used in the same field (e.g. Explanation text about
how to do a warm-up before swimming and Descriptive text about swimming)
● Learning the difference of key language features used from one to another text
types ( Descriptive text about a hobby and recount text about did a hobby)
c) Closing
At the end of the learning activity, the teacher briefly reviews and conveys conclusions
and reflections on learning. Furthermore, the teacher provides feedback and moral values
from learning. After that, the teacher delivered the learning materials for the next
meeting. The teacher ends the learning activity by praying and greeting.
Appendixes :
1. Student Worksheet(s)
If the learning objective for a lesson is for students to recognize the use of expressions for
telling hobbies in a formal conversation, then a possible student worksheet could include
the following:
● Vocabulary Exercise: Provide a list of vocabulary related to hobbies and leisure
activities. Ask students to match the words to their definitions.
● Speaking Practice: Provide a set of conversation prompts related to hobbies. Ask students
to work in pairs and practice asking and answering questions about each other's hobbies
using the appropriate expressions.
● Writing Exercise: Ask students to write a short paragraph about their own hobbies using
the expressions they have learned in the lesson.
These worksheets can help students to achieve the learning objective of recognizing the
use of expressions for telling hobbies in a formal conversation. The example of
worksheets:
2. Readings
The example of reading some recommendations materials for junior high school students
about hobbies for achieve the learning objective of recognizing the use of expressions for
telling hobbies in a formal conversation could be found at these book:
● "Hobby Ideas: A Guide to Finding and Exploring Your Interests" by Rachel
Shane. This book offers practical advice and guidance for exploring and
discovering new hobbies, as well as providing information about a wide variety of
hobbies, from sports to arts and crafts.
● "Teaching through Hobbies: Practical Strategies for Developing Active
Learning in the Classroom" by Dr. Sarah Jones. This book provides practical
guidance on how to incorporate hobbies and interests into the curriculum, by
creating interactive and engaging lessons that tap into students' passions and
interests.
● "Teaching and Learning with Hobbies and Games" by Rebecca Gunn. This
book provides guidance on how to use hobbies and games as a tool for teaching
important concepts and skills, by creating interactive and engaging lessons that
incorporate students' interests.
All of these books are accessible and engaging, making the learning excellent resources
for students exploring new hobbies to achieve the learning objective in the lesson plan.
3. References
Kayla, P. (2012). Genre-based approach. [Slideshare presentation]. Retrieved March 16,
2023 from [Link]
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Rahman, M. F. (2014, January 8). Building knowledge of field: Method of teaching and
learning. [Blog post]. Retrieved March 16, 2023 from
[Link]
[Link]