The document provides information about a lesson on recount texts. It includes the learning competencies which are to identify the structure of recount texts and read and understand recount texts. The lesson plan involves warming up students with questions, providing an example recount text, identifying the generic structure of recount texts, and having students answer comprehension questions about the example text. Students are then given another recount text to read and identify on their own with guidance from the teacher. Key vocabulary words from the example texts are also listed to have students practice pronunciation.

1. Deskripsi:
Reading is a process to understand the meaning a text convey.
Kompetensi Dasar:
• Student can identify the structure of recount texts;
• Student can read and understand recount texts.
Unit: It’s Nice to See You
No KD Activity Text/Presentation Picture Video Test/Quiz/Task Syllabus Link: URL Glossary Instructional
Method
1. 1. Warm up
about the
material
through
questioning.
Such as Do you
have any
interesting
experience to
tell?; Can you
recall it?; Will
you tell your
experience to
your friend?
2. Give example
of recount
Text Recount
My Day
I had a terrible day
yesterday. First,
I woke up an hour
late because my
alarm clock didn't go
off. Then, I was
in such a hurry that I
burned my hand
when I was making
breakfast. After
breakfast, I got
dressed so quickly
that
I forgot to wear
Test 1 week Developing
English
Competencies
for Grade X
Ahmad Doddy
& Ahmat
sugeng Effendi
2008
Generic Structure
• Orientation:
provides the setting
and
introduces
participants.
• Events: tell what
happened, in what
sequence.
• Re-orientation:
optional closure of
events.
Direct Method

2. text.
3. Identify the
generic
structure of
recount text
altogether.
4. Asked student
to answer the
question based
on the
passage
socks.
Next, I ran out of the
house trying
to get the 9:30 bus,
but of course I
missed it. I wanted to
take a taxi, but I
didn't have enough
money.
Finally, I walked the
three miles to
my school only to
discover that it was
Sunday! I hope I
never have a day as
the one I had
yesterday.
Taken from Ready to
Write, 2003
Answer the following
question based on
the text!
1. What happened to
the writer yesterday?
a. He has a terrible
day.

3. b. He gets a terrible
day.
c. He had a terrible
day.
d. He got a terrible
day.
2. Why did he wake
up an hour late?
a. Because he didn't
set alarm clock.
b. Because his alarm
clock didn't go off.
c. Because he didn't
see alarm clock.
d. Because his alarm
clock didn't work.
3. What did he do
after having
breakfast?
a. He got dressed so
quickly that he forgot
to wear
socks.
b. He wear socks so
quickly that he forgot
to get

4. dressed.
c. He ran out of the
house trying to get
the 9:30 bus.
d. He burned his hand
when he was making
breakfast.
4. How far did the
writer walk?
a. He walked for two
miles.
b. He walked for
three miles.
c. He walked for four
miles.
d. He walked for five
miles.
5. What does the
writer hope?
a. The writer hopes to
discover that it was
Sunday.
b. The writer hopes
to take a taxi.
c. The writer hopes
he never had a day

5. like
yesterday.
d. The writer hopes
that yesterday will be
better.
2. 1. Give another
recount text
and students
have to read
and identify it
by theirself.
2. Guide student
to read a loud
the words in
the next
section on the
book with
good
pronounciatio
n.
Recount Text
Meeting a Star
On Saturday morning
at 9:30, I was
walking down Sunda
Street, looking
for a record store. A
man stopped me
and asked me the
way to the Hyatt
Hotel. I wasn't sure
exactly where it
was, but I walked
with him to the end
of Sunda Street. He
was very friendly,
and his face looked so
familiar. Then I
remembered where
the Hyatt was and
told him how to get
Task 1 week Developing
English
Competencies
for Grade X
Ahmad Doddy
& Ahmat
sugeng Effendi
2008
1. wanted
2. ran out
3. walked
4. forgot
5. missed
6. burned
7. woke up
8. hurry
9. terrible
10. quickly
Direct Method

6. there. He thanked
me and tried to give
me something.
I thought it was
money. I said 'no' at
first, but he really
wanted me to have
it, so I took it.
I found the record
store and listened
to a few records. D'
Masive had a new
record that was
number two in the
top
twenty. I decided to
buy it. I looked
in my bag for my
wallet and found a
piece of paper the
man gave me. It was
a photo. I was so
surprised! He was a
singer in D' Masive!
Adapted from New Horizons
in English 4, 2002

7. Read a loud!
1. wanted /wɒntɪd/
2. ran out /rʌn aʊt/
3. walked /wɔ:kd/
4. forgot /fə'gɒt/
5. missed /mɪsd/
6. burned /bɜ:nd/
7. woke up /wɒk ʌp/
8. hurry /hʌrɪ/
9. terrible /'terəbl/
10. quickly /kwiklɪ/