LEARNING MODUL

ENGLISH LESSON
PHASE E

A. School Identity
School’s Name SMKN 1 Bandar Lampung
Teacher’s Name Ade Nurul Fadillah
Lesson Year 2024/2025
Level Senior High School
Phase/Class E/X
Topic Descriptive Text
Time Allocated 2 X 45min
Total Meetings 3 Meetings
Learning tools/media PPT, LCD, Picture, Video, Chips.
Learning Approach Cooperative Learning
Learning Method Project Based Learning
Learning Strategy Integrated Talking Chips with Think Pair
Share
Learning Assessment Dialogue

B. Phase/Element : E
Listening and Speaking
Element Learning Outcome:
By the end of Phase E, students use English to communicate with teachers, peers and
others in a range of settings and for a range of purposes. They use and respond to questions
and use strategies to initiate and sustain conversations and discussion. They understand and
identify the main ideas and relevant details of discussions or presentations on youth-related
topics. They use English to express opinions on youth-related issues and to discuss youth-
related interests. They give and make comparisons. They use non-verbal elements such as
gestures, speed and pitch to be understood in some contexts.

C. Learning Outcome
Ath the end of Phase E, learners use spoken, written and visual texts in English to
communicate according to the situation, purpose and audience/reader. Various types of
texts such as narrative, description, procedure, exposition, recount, report, and authentic
texts are the main references in learning English in this phase. Learners use English to
convey desires/feelings and discuss topics that are close to their daily lives or hot issues
according to the age of the learners in this phase. They read written texts to learn
something/get information. Implicit inference skills when understanding information, in
English, begin to develop. Learners produce more diverse written and visual texts, with
awareness of the purpose and target readers.
 D. Main Component
Learning Objective
Trigger Question a. Where do you live? (village or city, house
or apartment)
b. What is the most interesting thing about
your place?
c. Do you like living there?

E. Learning Activity
1st Meeting
Stage Activities Time Allocation
Pre-Acivity 1. Greet students and introduce the topic of
descriptive texts.
2. Explain the structure and purpose of
descriptive texts, highlighting key features.
3. Provide examples of descriptive texts for
students to review.
Whilst- 1. Introduce the discussion topic: "Describe
Activity your favorite place."
2. Ask students to think individually about
their favorite place and jot down key points
for 3 minutes.
3. Pair up students to discuss their thoughts
and ideas with a partner for 5 minutes.
4. Bring the class back together and ask a few
pairs to share their discussions with the
whole class.
5. Initiate a class discussion on the importance
of descriptive language and details in
creating vivid descriptions.
6. Encourage students to ask questions and
share their thoughts on the examples
provided.
Post-Activity 1. Summarize the main points of the lesson.
2. Assign homework: Ask students to write a
short descriptive paragraph about their
favorite place and bring it to the next class.

2nd Meeting
Pre-Activity 1. Review the key features of descriptive texts.
2. Ask a few students to read their descriptive
paragraphs aloud.
Whilst- 1. Explain the Talking Chips procedure.
Activity 2. Demonstrate how to use the chips during a
discussion.
3. Pair up students to discuss their descriptive
paragraphs using the TPS strategy.
4. Allow 3 minutes for individual thinking, 5
minutes for pair discussion, and 2 minutes
for a few pairs to share with the class.
5. Divide students into small groups (4-5
students per group).
6. Distribute chips to each student (2-3 chips
each).
7. Begin the group discussion on the topic:
"Describe an interesting person you know."
8. Monitor the discussion and ensure students
are using their chips correctly.
Post-Activity 1. Recap the key points from the discussions.
2. Provide feedback on students' participation
and fluency.
3rd Meeting
Pre-Activity 1. Greet students and briefly review the
Talking Chips strategy.
2. Encourage students to reflect on their
previous experiences with the strategy.
3. Present the new discussion topic: "Describe
a memorable event in your life."
4. Allow students to think individually and jot
down key points.
Whilst- 1. Pair up students to discuss their thoughts
Activity and ideas with a partner.
2. Encourage pairs to share detailed
descriptions and ask questions for clarity.
3. Form small groups and distribute chips.
4. Begin the group discussion on the topic.
5. Monitor and observe students' fluency and
participation.
6. Ensure students are taking turns and using
their chips correctly.
Post-Activity 1. Bring the class back together and ask
students to reflect on their group
discussions.
2. Provide feedback on their use of descriptive
language, fluency, and participation.
3. Summarize the lesson and highlight
 improvements in students' speaking skills.
4. Conduct a brief evaluation considering
students' fluency, participation balance, and
use of descriptive language.
5. Assign a final task: Ask students to prepare
a short speech describing a place, person, or
event for the next class.

F. Learning Material
DESCRIPTIVE TEXT
a. Definition
Descriptive text is a text used to give a detailed information (description) about a
particular object. It describes particular object like things, animals, persons or
places, for instance: pets or persons we know well.

b. Social Functions
1. Giving information about a particular object by describing its features dan
special characteristics;
2. Giving information about a particular object by describing its physical
attributes, behavior, functions, etc.

c. Generic Structures
The generic structure of a descriptive text consists of two main parts:
a) Identification/Introduction/Classification
• Identification introduces and identifies specific objects (a person, thing,
place, animal, or event) intended to be described. It is used to gives a general
idea about the object we want to describe.
• What specific topic, person, idea, or thing is beaing described or explained?
• How is the topic being described of explained?

b) Descriptions/Characteristic Features
• Description describes the intended objects using descriptive details or
information about the objects’ characteristics, appearances, personality, habits,
or qualities.
• What features or characteristics (physical appearance, qualities, habitual
behavior, significant attributes) are important to remember or understand
about the topic being described?

c) Conclusion/Concluding statement (optional)

• What are the main ideas and important details that are necessary to include?
• How will you state them in you own words following the structure of the
text?
d. Language features Language features commonly used in descriptive text:
➢ Specific characteristics or features are described or expained (size, shape,
location, coloured, etc.).
➢ Descriptive adjective are used throughout the text.
➢ Details are provided to help the reader visualize the topic.
➢ Examples are often provided (for instance, such as, an example, to illustrate, to
demonstrate).
➢ The topic word or a synonym for the topic is often repeated.
➢ Use of thinking and feeling verbs to express the writer’s personal view about
the subject.
➢ Use of similes and metaphors.