C. Performance Indicator) 1.1.1. Start the class by praying according to their respective religions and beliefs.2.3.1. Demonstrate responsible behaviour in the implementation of functional communication.2.3.2. Show care behavior when performing functional communication.2.3.3. Evidence of cooperative behavior in the execution of functional communication.2.3.4. Be peaceful in the conduct of functional communication. 3.2.1. Determine the structure of the text of the consent statement and its response in context.3.2.2. Determine the linguistic element of the expression of the approval and its response. 3.3.1. Determining the structure of the text of the expression of necessity and the invitation to take action in the context.3.3.2. Determining the linguistic element of the expression of necessity and the call for action.4.2.1.
Able to write simple oral texts to show their support, ensuring appropriate and contextual social, textual and linguistic functions.4.2.2. Able to write a simple written text to explain its consent, ensuring social functions, text structure and appropriate and contextual language elements.4.3.1. Able to write simple oral texts on the need and exhortation to carry out action by ensuring the appropriate social functions, text structures and linguistic elements.4.3.2. Capable of simple text written on the need and exhortation to perform an action with an emphasis on social functions, text structure and linguistic elements that are right and in context. Make a circle about the expression of the agreement and the end difference! SUBJECT MATTER: purpose, agreement and disagreement (object, agreement and E. Learning materials To express themselves and ask for consent and responses Social functions Influence others (suggest, recall, follow the rules) and may otherwise appreciate the contributions and suggestions of others, be critical, maintain interpersonal relationships. Text StructureIn this chapter, learners learn two communication skills, (1) expressing necessity and exhortation using capital, and the phrase Lets, and Why don`t, and (2) their consent with a few phrases like Thats a good idea., I agree with you, yes, I don`t think so. Language Element (1) Word of Questions And If…? What if we ,…? (2) The verbs agree, think about it. (3) Correct use of singular and plural nominaires, with or without a, which, these, these, their, etc. exactly in nominal sentences (4) language, expression of words, intonation, (5) spelling and punctuation marks (6) manuscript. . .
. thank you mas for his permission RPP to take ya mas! Listen to and watch many examples of interactions by talking about movies, cassettes, textbooks, etc. in English and asking for your consent. Imitate examples of interaction by expressing good language, good word printing, intonation and attitude in English and ask for your consent. Identify characteristics (social functions, text structure and language elements) that express interactions and require consent. Collaboratively, it uses English to express and seek consent in the context of structured learning, simulation, role-playing and other activities. . . .
The introduction prepares learners psychologically and physically to follow the learning process; Ask questions about the material being reviewed, which relates to the material to be examined; Pass on to learners a problem or task to learn material and explain learning goals or basic skills to be achieved; Describe the scope of the material and an explanation of the activities students will perform to solve problems or tasks.10 minutes.