English Language Teaching across Curriculum

LESSON PLAN

Chemistry for Tenth Grade of Senior High School

Name:
Khairani Dian Anisa
NIM:
2201413025
Rombel: 405

English Education Study Program

English Department
Faculty of Languages and Arts
Semarang State University
2016
 LESSON PLAN
Subject : Chemistry
Grade/Semester : X/II
Topic : Electrolyte and non-electrolyte
Meeting : ………………….
Time Allocation : 30 minutes

I. Core Competence
3. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural
berdasarkan rasa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang
kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah

II. Basic Competence

3.8 Menganalisis sifat larutan berdasarkan daya hantar listriknya.

III. Indicators
1. Content Indicators
 Defining electrolyte and non-electrolyte
 Differentiating electrolyte and non-electrolyte
 Mentioning at least three examples of electrolyte and non-electrolyte

2. Language Indicators
 Pronouncing certain terms related to electrolyte and non-electrolyte

IV. Learning Objectives

1. Content Objectives
At the end of lesson,
 85% of the students are able to define electrolyte and non-electrolyte correctly.
 85% of the students are able to differentiate electrolyte and non-electrolyte correctly.
 90% of the students are able to mention at least three examples of electrolyte and non-
electrolyte correctly.

2. Language Objectives
At the end of lesson,
 80% of the students are able to pronounce the terms related to electrolyte and non-
electrolyte clearly and accurately.

V. Learning Materials
1. Content Materials:
Based on its ability to conduct electricity, we can divide solution into two forms,
electrolyte and non-electrolyte. Electrolyte solution conducts electricity, while non-
electrolyte solution does not conduct electricity.
Whether a solution is electrolyte or non-electrolyte can be determined using simple
electrical device as shown in figure below.

Electrolyte solution Non-electrolyte solution

Based on the experiment result, some solution can make the lamp on, while some
others cannot. If we dip the electrode into electrolyte solution the bulb will light. This
light bulb proves that electrolyte solution can deliver electrical current or has electrical
conductor feature. On the contrary, if we dip the electrode into non-electrolyte solution
the bulb will not light. The inability of non-electrolyte solution to light the bulb proves
that it cannot deliver electrical current and it does not have electrical conductor feature.
Another significant point to differ electrolyte and non-electrolyte solution is whether
there are bubbles or not at the experiment using electrical device. Electrolyte solution
generates bubbles, while non-electrolyte solution does not generate bubbles.
Samples of electrolyte in aqueous solution are sodium chloride (NaCl), potassium
hydroxide (KOH), magnesium chloride (MgCl2), sulphuric acid (H2SO4), and ammonia
(NH3). Samples of non-electrolyte in aqueous solution are ethanol (C 2H5OH), sucrose
(C6H12O11), and urea (CO(NH2)2).

2. Language Materials
 Terms Related to Electrolytes Pronounciation
and Non-electrolytes
Electrolyte /ɪˈlek.trə.laɪt/
Non-electrolyte /nɑːn.ɪˈlek.trə.laɪt/
Electricity /ɪˌlekˈtrɪs. ə.t  ̬i/
Solution /səˈluː.ʃ ə n/
Electrode /ɪˈlek. troʊd/
Electrical current /ɪˈlek.trɪ.k ə l.ˈkɝːr. ə nt/
Electrical conductor feature /ɪˈlek.trɪ.k ə l. kənˈdʌk. tɚ /ˈfiː. tʃɚ/
Aqueous /ˈeɪ.kwi.əs/
Sodium chloride /ˌsoʊ.di.əm.ˈklɔːr.aɪd/
Potassium hydroxide /pəˈtæs.i.əm.haɪˈˈdrɑːk.saɪd/
Magnesium chloride /mægˈniː.zi.əm.ˈklɔːr.aɪd /
Sulphuric acid /sʌlˌfjʊr.ɪk ˈæs.ɪd/
Ammonia /əˈmoʊ.ni.ə/
Ethanol /ˈeθ.ə. nɑːl/
Sucrose /ˈsuː. kroʊs/
Urea / jʊˈriː.ə/

VI. Teaching Learning Strategies

 Lecturing
 Presentation
 Numbered-Head-Together

VII. Learning Activities

1. Opening

Time
Teacher Students
Allotment

Greets students Respond to teacher’s greeting 5 minutes

Asks the leader of the class to lead pray Pray

Checks attendance Say “I’m here” or “Yes, Miss”

when teacher calls his or her name

Asks the material learned on the previous Mention the material learned on the
meeting previous meeting

Asks if there is any question about it Ask questions or have understood

it.
 Plays a video Watch the video
Asks what it is about and why it happens Respond to teacher’s question
Tells learning objectives Listen to teacher

2. Main Activities
Time
Teacher Students
Allotment
Explain today’s material using Listen to the explanation and pay 20 minutes
powerpoint slides attention to the slides
Drill students certain terms related to Repeat the pronunciations
today’s material
Ask if the explanation clear Ask questions or continue the next
activity
Ask students to make a group of 4 Make a group of 4
Explain the instruction for next activity Listen to teacher’s explanation
Model the instruction
Ask if students have understood the Ask questions or continue the
instruction activity
Observe the discussion process Discuss the answers for each
questions
Calls out certain numbers and asks Answer the questions
questions related to today’s material
Gives feedback and positive Group who answer the most and
reinforcement about the activity correct will be the winner

3. Closing
Time
Teacher Students
Allotment
Asks if they have some problems and Ask questions or have understood 5 minutes
difficulties in the lesson.
Asks students what they have learned Respond to teacher’s question and
and conclusion of the material conclude the material
Gives assignment and tells the activity Listen to teacher
for the next meeting
Parting Respond to teacher’s parting

VIII. Learning Media and Sources

 Laptop and LCD
 Power point slides
 Video
 Picture
 Chemistry book (written by Sandri Justiana and Muchtaridi)
 Internet
IX. Assessment
 Written test
 Spoken test
 Portfolio

Instrument:
 Written test
1. What is electrolyte solution?
2. What is non-electrolyte solution?
3. What are the differences between electrolyte and non-electrolyte solution?
4. Mention at least three examples of electrolyte and non-electrolyte solutions!

 Spoken test
1. Mention at least three examples of electrolyte and non-electrolyte solutions!

 Portfolio
1. Do the exercises on the chemistry book page 218.
2. In pair, make a list of electrolyte and non-electrolyte solutions.

Rubric
 PORTFOLIO

No. Aspect Criteria Score

1. Concept (result * all correct 4
of discussion) * most of the answers are 3
correct
* less of the answers are 2
correct
* all wrong 1
 PERFORMANCE

No. Aspect Criteria Score

1. Knowledge * High 3
* Average 2
* Low 1

2. Participation * Active 3
* Sometimes active 2
* Passive 1

3. Affective * Good manner 3

* Sometimes good 2
* Bad manner 1

 LANGUAGE MASTERY
1. Written test

Aspects being assessed Score

Grammar 40
Spelling 40
Diction 30

2. Spoken test

Aspects being assessed Score

Comprehension 50
Pronunciation 50
Scoring system

1) Written test
Maximum score is 100
Example:
Tuti score:
Grammar : 30
Spelling : 30
Diction : 20
+
80
Thus, Tuti score for her written test is 80

2) Spoken test
Maximum score is 100
Example:
Ani score:
Comprehension : 40
Pronunciation : 40
+
80
 ASSESSMENT SHEET

Performance
Spoken Written
No Name Know Partici Product Total Score
Affective Test Test
ledge pation
1.
2.
3.
4.
5.
6.
7.
8.
9.

Note:
 For students who do not meet KKM, they will join Remedial.

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