ENGLISH-X

THE SYLLABY OF ENGLISH FOR SMA SEKOLAH INDONESIA DAVAO

Subject : EnglishClass/Semester : X / 1

1

Basic CompetenciesGeneral Instructional

Objectives Learning Materials Learning Activities Indicators Evaluation

Time Allocation(Minute)

References /Materials/

Tools

Listening

1 Students are able to understand the transactional and interpersonal dialogue in their lives

Speaking

3. Students are able to express the meaning of transactional and interpersonal dialogues in their lives

1.1 Students are able to understand the meaning that exist on the transactional dialogue (to get things done) and interpersonal dialogue (to socialiize) in formal and informal situation using various simple language expressions accurately, fluently, and acceptable in the daily life-context and involve the expressions of introduction, greeting/saying farewell, offering, accepting the offer or invitation, promising, and cancelling the promises

1.2

Students are able to express the meaning on the transactional dialogue (to get things done) and interpersonal (to socialize) in formal and informal situation using various simple language expressions accurately, fluently, and acceptable in the daily life-context and involve the expressions of introduction, greeting/saying farewell, offering, accepting the offer or invitation, promising, and cancelling the promises

o introduction, greeting/saying farewell

Examples:. A: Pleased to meet you! B: Pleased to meet you too!o Offering/Accepting the

offer/invitation Examples: A: Come to my party. B: Thanks for the invitation

o Promising Examples: A: I’ll get you the book.B: It’s very kind of you.

o Cancelling the promisesExamples:A: I’m sorry I can’t make it.

B: That’s OK. We’ll do it some other time.

Students listen to the transactional and interpersonal dialogues through cassettee in class

Students discuss several expressions used in dialogues which are practiced in pairs

Students discuss the responses used in dialogues which are practiced in pairs

Students play roles in pairs

Students do the ‘tourist hunting’ and record any possible dialogues

Students are able to identify the meaning on the expressions about introduction

Students are able to respond the expressions about introduction

Students are able to identify the meaning on the expressions about offering/accepting the offer/invitation

Students are able to respond the expressions about offering/accepting the offer/invitation

Students are able to identify the meaning on the expressions about promising

Students are able to respond the expressions about promising

Students are able to identify the meaning on the expressions about cancelling the promises

Students are able to respond the expressions about canceling the promises

Students are able to use the expressions of introduction

Students are able to do the interpersonal dialogues about introduction

Students are able to use the expressions of offering/accepting the offer/invitation

Students are able to do the interpersonal dialogues about offering/accepting the offer/invitation

Students are able to use the expressions of promising

Students are able to do the interpersonal dialogues about promising

Students are able to use the expressions of canceling the promising

Students are able to do the interpersonal dialogues about canceling the promising

Quiz, witten tests, assignments

Performances

(14 hours)

1 hour

2 hour

3 hour

4 hour

2 hour

www. Esl-labcassettesCD

* The learning activities discussed above are practiced in the tourist area.

2

Basic Competencies General Instructional




Tools

Listening

1. Students are able to understand the transactional and interpersonal dialogue in their lives

Speaking


Bermain peran secara berkelompok

1.3 Students are able to understand the meaning that exist on the transactional dialogue (to get things done) and interpersonal dialogue (to socialiize) in formal and informal situation using various simple language expressions accurately, fluently, and acceptable in the daily life-context and involve the expressions of showing happines, showing caring, showing symphaty, and giving instructions

1.4

Students are able to express the meaning on the transactional dialogue (to get things done) and interpersonal (to socialize) in formal and informal situation using various simple language expressions accurately, fluently, and acceptable in the daily life-context and involve the expressions of showing happines, showing caring, showing symphaty, and giving instructions

o Showing happines Examples A: I’m so happy to get

a scholarship. B: I’m happy for you.

o Showing cares Examples A: You look fantastic.

B: Thank you.

o Showing symphaty Examples A: Please accept my condolences.

B: Thank you so much.o Giving

instructions Examples A: Open the window!

B: OK.

Students listen to the transactional and interpersonal dialogues through cassettee in class

Students discuss several expressions used in dialogues which are practiced in pairs

Students discuss the responses used in dialogues which are practiced in pairs

Students play roles in pairs

Students are able to identify the meaning on the expressions about showing happines

Students are able to respond the expressions about showing happiness

Students are able to identify the meaning on the expressions about showing cares

Students are able to respond the expressions about showing cares

Students are able to identify the meaning on the expressions about showing symphaty

Students are able to respond the expressions about showing sympathy

Students are able to identify the meaning on the expressions about giving instructions

Students are able to respond the expressions about giving instructions

Students are able to use the expressions of showing happiness

Students are able to use the expressions of showing sympathy

Students are able to use the expressions of showing cares

Students are able to give instructions Students are able to do the interview Students are able to perform drama

Quiz, witten tests, assignments

Assignments,Performances

(14 hour)

1 hour

2 hour

2 hour

3 hour

4 hour

www.englishdaily626.com

www. esl-lab.com

cassetteesCD

3

http://www.englishdaily626.com/


Basic Competencies General Instructional




Tools

Listening

2 Students are able to understand short functional text and simple monologue texts in the forms of recount, narrative, and procedure in the daily life context

Speaking

2 Students are able to express the meaning in short functional text and simple monologue texts in the forms of recount, narrative, and procedure in the daily life context

2.1 Students are able to respond the meaning accurately, fluently, and acceptable, in short simple functional oral text (such as noticement, ads, invitation, etc.) in formal or non formal situation in the daily life context

2.2 Students are able to express the meaning of short functional text (such as noticement, ads, invitation, etc.) in formal and non formal situation by using various oral expressions in the daily life context

Oral noticement

Vocabularies related to the noticement

Students identify several oral noticement in public places in their group

Students listen to the noticement through tape or cassettees in class

Students discuss the content and forms of language used in the expressions in their group

Students make the oral noticments with their partner in pair and present it in front of the class

Students are able to identify topic in one oral noticement

Students are able to identify the specifics information from the announcements

Students are able to identify the objective of the noticement they hear

Students are able to make the oral noticement Students are able to deliver the oral noticement Students are able to use the oral expressions

Assignments, quiezes, written tests

Performamnces

(8 hour)

1 hour

1 hour

2 hour

2 hour

www. esl-lab.com

cassetteeCD

4

Basic Competencies General Instructional Objectives Learning Materials Learning Activities Indicators EvaluationTime

Allocation(Minute)


Tools

Listening

3 Students are able to understand short functional text and simple monologue texts in the forms of recount, narrative, and procedure in the daily life context

Speaking

3 Students are able to express the meaning in short functional text and simple monologue texts in the forms of recount, narrative, and procedure in the daily life context

2.1 Students are able to respond the meaning in simple monologue texts using various oral expressions accurately, fluently, and acceptable, in several daily life contexts in the forms of recount, narrative, and procedure

2.2

Students are able to express the meaning in simple monologue texts using various oral expressions accurately, fluently, and acceptable, in several daily life contexts in the forms of recount, narrative, and procedure

.

Recount Oral Texts

Narrative Oral Texts

Procedure Oral Texts

Students listen to stories/guidances to do something in order to find several information individually

Students discuss in group the differences of the usage of oral and written expressions.

Students discuss in group to make a story and tell the story simultaneously

Students make a story individually and tell in front of the class

Students are able to identify the main idea of the text they have heard

Students are able to identify plots of the story they have heard

Students are able to identify the scheme of the texts

Students are able to identify the events from the texts they have heard

Studens are able to identify materials used in the procedure texts they have heard

Students are able to identify the objectives of the communication of the texts they have heard

Students are able to use the sentences in the form of past tense when they tell a story

Students are able to deliver a story

Students are able to present a story in front of the class

Students are able to present a procedure in a story

Students are able to tell imaginative stories

Quizes, written tests, assignments

Performances

(14 hour)

3 hour

3 hour

2 hour

4 hour

www. Esl-lab.com

cassettesCD

5


Allocation(Minute)


Tools

Reading4. Students are able to

understand the meanings in the short functional written texts in the daily life context and to acceess the knowledge

Writing 6. Students are able to

express the meanings in the short functional written texts in the daily life context

5.1 Students are able to respond the meanings in the short functional written text (such as noticement, ads, invitation, etc.) in formal and non formal situation accurately, fluently, and acceptable in the daily life context and to acceess the the knowledge

6.1 Students are able to express the idea in the form of short functional written texts (such as noticement, ads, invitation, etc,) in formal and non formal situation by using various written language forms accurately, fluently, and appropriate to the context

Noticement, ads, invitation, etc.

Students identify several written noticements in public places in their group

Students discuss the content and forms of used language in their group

Students make the written noticement with their partnet and publish it to class or school

Students are able to read loudly any written texts using correct intonation and pronounciation

Students are able to identify the topics of the text being read

Students are able to use accurate grammar, vocabularies, spelling, and forms of text

Students are able to write the main idea

Students are able to elaborate the main idea

Students are able to make, revise, and edit draft

Students are able to make any short functional texts

Quizes, written tests

Performances

(8 hour)

2 hour

2 hour

2 hour

English Online

Jakarta Post

6


Allocation(Minute)


Tools

Reading 5. Students are able to

understand the meaning of simple short functional essay in the forms of recount, narrative, and procedure in the daily life context and to acceess the knowledge

Writing

6. Students are able to express the ideas in the simple short functional essay texts in the forms of recount, narrative, and procedure in the daily life context

5.2 Students are able to respond to the the idea and retorical steps on the written essay accurately and fluenly and appropriate to the daily life contexts and to access the knowledge in the forms of recount, narrative, and procedure

Students are able to express the idea and retorical steps accurately, fluently, and acceptable by using various written forms in the daily life context in the forms of recount, narrative, and procedure

Recount Oral Texts using the Simple Past Tense Jim Carrey had a

trip to Bunaken. Who went to

Bunaken? He went to Bunaken

yesterday. Yesterday, he went to Bunaken. To Bunaken, he went yesterday.

Narrative Written Texts

Procedure Written Texts

Students read loudly any meaningfull narratuve texts ubdivually

Students discuss in their froup several aspects from the texts such as content and structure

Stydents practice to use the simple past tense to ecxpress the event and imperative sentences to show guidance

Students make drafts of narrative, recount and or procedure texts by using the chain writing.

Studens revise their friends’s draft

Students rewrite their draft based on the revision from their friend

Students are able to identify the main idea of a paragraph

Students are able to identify the meanings of words from the texts being read

Students are able to identify the meanings of sentences from the texts being read

Students are able to identify the any variation of sentences such as recount, narrative, and procedure

Studets are able to identify persons and plot of the stories being read

Students are able to identify the scheeme iof events from the texts being read

Students are able to identify any rhetorical steps in the texts

Students are able to identify the obctives of readings texts being read

Students are able to use the simple past tense to express event on a story

Students are able to use the imperative sentences in making receipts or guidances

Students are able to use direct and indirect setences for naration writing

Students are able to write any recount texts

Students are able to write any narrative texts

Students are able to write any procedure texts

Quizes, written tests, assignment

Assignments

Performances

(14 hour)

2 hour

2 hour

2 hour

2 hour

2 hour

2 hour

ESOL ONLINE

English online

English K-6 modules

Jakarta Post

Mengetahui: Davao City, 14 Januari 2011 Kepala Sekolah Guru Mata Pelajaran,

Petrus Pati, S.E Tyzl N. NunezNIP. 1986 0108 1986 031 025

7

THE SYLLABY OF ENGLISH FOR SMA SEKOLAH INDONESIA DAVAOSubject : EnglishClass/Semester : X / 2

Basic Competencies General Instructional Objectives Learning Materials

Learning Activities Indicators Evaluation

Time Allocatio

n(Minute)

References /Materials/ Tools

Listenoing

4 Students are able to understand the transactional and interpersonal dialogue in their lives

Speaking


3.1 Students are able to understand the meaning that exist on the transactional dialogue (to get things done) and interpersonal dialogue (to socialiize) in formal and informal situation using various simple language expressions accurately, fluently, and acceptable in the daily life-context and involve the expressions of thanking, appraising, and congratulating

9.1 Students are able to express the meaning on the transactional dialogue (to get things done) and interpersonal (to socialize) in formal and informal situation using various simple language expressions accurately, fluently, and acceptable in the daily life-context and involve the expressions of thanking, appraising, and congratulating

o Thsanking Examples A: Thank you

very muchB: Don’t mention

it!o Appraising Examples A: You look

slimmer.B: You’re kidding

me.o Congr

atulating Examples A: Congratulations!You did it again. B: Thank you. I

don’t know what to do without you.

Students listen to the interpersonal/transacsional dialogue through a film individually

Students discuss with their partner the expressions usedf in the dialogues

Students discuss any responses in the dialogues

Students in pair practice the ecpressions and their responses

The students are able to identify they words they have heard

The students are able to identify the meaning of the words

The students are able to identify the relation of each speaker in the dialogue

The students are able to identify the expressions of thanking

The students are able to respond the expressions of rthanking

The students are able to identify the expressions of appraising

The students are able to respond of appraising

The students are able to identify the expressions of congratulating

Sthe students are able to respoond the exprtessions fof congratulating

The students are able to identify the situation based on the contexts

The students are able to use the expressions of trhanking

The students are able to respond the expressions of thanking

The students are able to use the expressions of appraising

The students are able to respod the ecxpressions of appraising

The tudents are able to use the ecxpressions of congratulating

The students are able to respond to the expressions of congratulating

Quizzes Written testAssignments

Assignmnts Performances

(14 hour)

2 hour

2 hour

2 hour

6 hour


www. Esl-lab

cassetteesCD

8




Learning Activities Indicators EvaluationTime

Allocation(Minute)


Listenoing

5 Students are able to understand the transactional and interpersonal dialogue in their lives contexts

Speaking

5. Students are able to express the meaning of transactional and interpersonal dialogues in their lives contexts

3.2 Students are able to understand the meaning that exist on the transactional dialogue (to get things done) and interpersonal dialogue (to socialiize) in formal and informal situation using various simple language expressions accurately, fluently, and acceptable in the daily life-context and involve the expressions of showing surprises, disbeleiving,and accepting invitation and offers

9.2 Students are able to express the meaning on the transactional dialogue (to get things done) and interpersonal (to socialize) in formal and informal situation using various simple language expressions accurately, fluently, and acceptable in the daily life-context and involve the expressions of showing surprises, disbeleiving,and accepting invitation and offers

o Showing surprises

Examples A: How can you say that?B: Well, that’s the fact.

o Disbelieving Examples A: I can’t believe it!

B: That’s true.

o Accepting the invitation and offers

Examples A: Thank you for

the invitation. B: I look forward to seeing you.

Students listen to the interpersonal/transacsional dialogues through tape in class

Students discuss in group the expressions and the responses used in the daialogue they have heard

Stuents perform the role play game in their group

The students are able to identify the expressions of showing surprises

The students are able to respond the expressions of showing surprises

The students are able to identify the expressions of disbelieving

The students are able to respond the expressions of disbeleiving

The students are able to identify the expressions of accepting the invitations and offers

The students are able to respond the expressions of accepting the invitations and offers

The students are able to use the expressions of showing surprises

The students are able to use the respond of showing surprises

The students are able to use the expressions of disbelieving

The students are able to use the respond of disbeleiving

The students are able to use the expressions of accepting the invitations and offers

The students are able to use the respond of accepting the invitations and offers

The students are able to invite and offer

Quizess written testsAssignemnts

Group assignments Performances

(14 hour)

2 hour

4 hour

6 hour


www. Esl-lab

cassetteesCD

9




Learning Activities Indicators EvaluationTime

Allocation(Minute)


Listening

7. studnts ar able to understand the idea of any short functional texts and any simple narrative and descriptive monologues and simple news item in the daily life contexts

Speaking

8.students are able to express the idea in any short functional texts and any simple narrative and descriptive monologues and dan news item in dailly life contexts

8.1 studnts are abkle to respond the idea on the simple short functioal oral texts (such as announcement, ads, invitation, etc.) in formal and non formal situation accurately and fluently as well as acceptable in the dailyu ligfe contexts

10.1 Students are able to express the idea in the forms of simple functional oral texts (such as announcement, ads, invitation, etc.) in formal and non formal situation by using various simple oral expressions in the daily life contexts

Announcements, ads, invitations

Studednts identify in group several oral ads in public places.

Students listen to the ads through tape in class

Students in froup discuss the content and forms of language used in the ads

Students perform their ads orally with their partner in front class

Students retell the ads that theyu have ever seen or heard

Students are able to identify the topic of oral announcement

Students are able to identify specific information on the oral announcement

Students are able to identify the objectives of the announcement they have heard.

Students are able to announce something orally

Students are able to invite someone orally

Students are able to perform monologue to ad something

Student are able to use the oral language

QuizessWitten testAssgnmnt

AsssignmentsPerformances

(8 hour)

1 hour

1 hour

1 hour

1 hour

2 hour

www. Esl-lab.com

CD

Cassettes

10


Learning Activities Indicators Evaluation



Tools

Listening

9. studnts ar able to understand the idea of any short functional texts and any simple narrative and descriptive monologues and simple news item in the daily life contexts

Speaking

10. students are able to express the idea in any short functional texts and any simple narrative and descriptive monologues and dan news item in dailly life contexts

8.1 studnts are abkle to respond the idea on the simple monologue texts accurately and fluently as well as acceptable in the dailyu ligfe contexts in the form of narrative, descriptive, and news item

8.2 studnts are abkle to express the idea on the simple monologue texts accurately and fluently as well as acceptable in the dailyu ligfe contexts in the form of narrative, descriptive, and news item

.

Descriptive Oral Texts

Narrative Oral Texts

News items Oral Texts

Students listen to news/descriptive/narratrive to find any information through the tapes in class

Students disccuss in their group the differences of using the language in written and oral forms

Students discuess in froup to make news/descriptive/narrative in chain system

Students deliver news as a reporter directly from the spot

Students tell the imaginative stories in their group

Students are able to identify the main idea of the texts they have heard

Students are able to identify the roles of the story they have heard

Students are able to identify the events on the texts they haveh heard

Students are able to identify the characteristics of thing or person described before

Students are able to identify the news they have heard

Students are able to identify the sources of the news the have heard

Students are able to use the simple present to describe thing or person

Students are able to perform monologues to tell news

Students are able to perform monologues to tell descriptives

Students are able to tell stories orally Students are able to perform as a

reporter Students are able to perform as a

storyteller

AssignmentsWritten test

AssignmentsPerformances

(14 hour)

1 hour

1 hour

1 hour

2 hour

1 hour

ESOL ONLINE

English Online

www. Esl-lab

cassettesCD

11

Basic Competencies General Learning Objective Learning Materials Learning Activities Objectives Evaluation Time

Allocation (minutes)

References/ Materials/Tools

Reading

11. students are able to understand the idea of short functional texts and simple essays in forms of narrative, descriptive and news item in the daily life contexts and to access the knowledge

Writing

12. students are able to express the idea in short functional written texts and simple essay in the forms of narrative, descriptive and news item in the daily life contexts

11.1 Students are able to respond to the idea on the short functional texts (such as announcement, ads, and invitation, etc.) in formal and non formal situation accurately, fluently, as well as acceptable culturally by using various written language in the dailiy life contexts

12.1 Students are able to express the idea in the form of short functional text (such as announcement, ads, and invitation, etc.) in formal and non formal situation accurately, fluently, as well as acceptable culturally by using various written language in the dailiy life contexts

Announcements, ads, and invitation

Students identify in group several written announcements in public places

Students in group discuss the content and forms of language used in the announcements

Students individually make the announcements and publish them in the announcement board

Students are able to read loudly and meaningfully various written texts being dicussed with correct pronounciation and intonation

Students are able to identify the topics of the texts being discussed

Students are able to identify specific information

Students are able to use the correct grammar, vocabularies, punctuations, spelling, and sentences forms

Students are able to write the main idea

Students are able to elaborate the main idea

Students are able to make, revis, and edit draft

Students are able to write any short functional texts

Assignments Written tests

Assgnments portofolio

(8 hour)

1 hour

2 hour

3 hour

ESOL ONLINE

English Online

Jakarta Post

12

Basic Competencies

General Learning Objectives

Materi Pembelajaran Learning Activities Indicators EvaluationTime

Allocation(Minutes)

References/ Materials/Tools

Reading

13. students are able to understand the idea of short functional texts and simple essays in forms of narrative, descriptive and news item in the daily life contexts and to access the knowledge

Writing

14. students are able to express the idea in short functional written texts and simple essay in the forms of narrative, descriptive and news item in the daily life contexts

11.2 Students are able to respond the idea and tetorical steps in simple essays accurtely, fluently, and acceptable culturally, in the daily life contexts and to access the knowledge in the forms of narrative, descriptive, and news item

12.2 Students are able to express the idea and tetorical steps in simple essays accurtely, fluently, and acceptable culturally, in the daily life contexts and to access the knowledge in the forms of narrative, descriptive, and news item

Narrative Written Texts

Descriptive Written Texts

News Items-form Written Texts

Pasive Voice Reported speech

Students read aloud comprehesively the texts of news/descriptive/narrative individually

Students in group discuss several aspects like contents amd structure of the texts.

Students practice to use simple present to express facts and passive sentences to deliver the main topic of the news

Students make draft of narrative, news, and descriptive texts by using the chain writing system.

Students revise their friends works for better draft.

Students rewrite the draft based on the revison .

Students are able to identify the meaning of words on the texts being read

Students are able to identify the meaning of sentences on the texts being read

Students are able to identify the complexity of narration

Students are able to identify the events on the texts being read

Students are able to identify the characteristics of thing or person being described

Students are able to identify the main focus of the news they have heard

Students are able to identify the source of news being they have heard

Students are able to identify retorical steps from the texts

Students are able to identify the objectives of texts being read

Students are able to use reported speech to tell news

Students are able to use simple present to describe something

Students are able to use adverbial clause in a narration

Students are able to make texts in the form of news item

Students are able to make narrative texts

Students are able to make descriptive texts

Quizzes written testsAssignments

Assignments

portofolio

(14 hour)

2 hour

2 hour

2 hour

2 hour

2 hour

2 hour

ESOL ONLINE

English online

English K-6 modules

Jakarta Post

Mengetahui: Davao City, 14 Januari 2011 Kepala Sekolah Guru Mata Pelajaran,

Petrus Pati, S.E Tyzl N. Nunez NIP. 1986 0108 1986 031 025

13

Documents

ENGLISH-X