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SYLLABUS Name of School Subject Grade Semester

Standart of Competence Listening 1. To understand meanings in transactional and functional dialogs in daily context

: SMA Negeri 3 Surakarta : English :X :1
Time Allocation (Minutes) (14 x 45)

Basic Competence

Learning Material

Learning Activities

Indicators

Evaluation

Source/Media

1.1 To respond meaning in transactional (to get thing done and interpersonal to socialize) dialogs in formal and informal setting using spoken language accurately, fluently and acceptably which involves : introduction, greeting/leavetaking, accepting invitation/offer/asking, accepting promise and breaking promise in daily contexts.

Speaking 3. To express meanings in transactional and interpersonal dialogs in daily contexts

3.1. To express meaning in transactional (to get thing done and interpersonal to socialize) dialogs in formal and informal setting using spoken language accurately, fluently and acceptably which involves : introduction, greeting/leavetaking, accepting invitation/offer/asking, accepting promise and breaking promise in daily contexts.

Introduction/greetin g/ leavetaking e.g.. A : Pleased to meet you! B : Pleased to meet you too!  Accepting invitation/offering e.g.. A : Come to my party B : Thanks for the invitation.  Accepting proe.g.e e.g.. A : I’ll get you the book. B : It’s very kind of you.  Breaking proe.g.e e.g.. A : I’m sorry I can’t make it. B : That’s OK. We’ll do it some other time.

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Listening to transactional and interpersonal dialogs from the tape classically Discussing the gambits used in dialogs in pairs. Discussing the responses used in the gambits in group. Role playing in pairs. Having the tourist hunting and record the dialogs.

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To identify meanings of expression of greetings To respond expression of greeting To identify meanings of expression of accepting invitation/offering To respond expression of accepting invitation/offering To identify expression of Accepting proe.g.e To respond expression of Accepting proe.g.e To identify expression of Breaking proe.g.e To respond expression of Breaking proe.g.e To use expressions of introduction To have interpersonal dialog To use expression of accepting invitation/offering To use expression of proe.g.e To use expression of accepting proe.g.e To use expression of breaking proe.g.e

Quiz Written Test Assignment

1 x 45’

Interlanguage Developing English Competence Englishfor teachers. wordpress.com

2 x 45’

3 x 45’

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Performance

4 x 45’

2 x 45’

g. B : Thank you so much.  Showing attention e. B : Thank you.. showing sympathy and giving instruction in daily contexts. To understand meanings in transactional and functional dialogs in daily context Basic Competence Learning Material Learning Activities Indicators Evaluation Time Allocation (Minutes) (14 x 45) Source/Media 1.2 To respond meaning in transactional (to get thing done) and interpersonal (to socialize) dialogs in formal and informal setting using spoken language accurately..  Expressing happiness e. wordpress.com 2 x 45’ 2 x 45’ 2 x 45’ Speaking 3.  Showing sympathy e. showing attention. showing sympathy and giving instruction in daily contexts.       To use expressions of showing happiness To use expressions of showing sympathy To use expressions of showing attention To give oral instruction To have interview To play a drama/show Assignment Performance 3 x 45’ 4 x 45’ . A : Please accept my condolences.g. fluently and acceptably which involves : expressing happiness.g. To express meanings in transactional and interpersonal dialogs in daily contexts 3. fluently and acceptably which involves : expressing happiness. A : You look fantastic. A : I’m so happy to get a scholarship. A : Open the window! B : OK.g.         To identify expressions of happiness To respond expressions of happiness To identify expressions of showing sympathy To respond expressions of showing sympathy To identify expressions of showing attention To respond expressions of showing attention To identify expressions of giving instruction To respond expression of giving instruction Quiz Written Test Assignment 1 x 45’ Interlanguage Developing English Competence englishforteach ers. Using the expressions and the responses in pairs Role playing in groups. showing attention.      Listening to transactional and interpersonal dialogs from the tape classically Discussing the gambits used in dialogs in pairs..  Giving instruction e.Standart of Competence Listening 1. To express meaning in transactional (to get thing done) and interpersonal (to socialize) dialogs in formal and informal setting using spoken language accurately. Discussing the responses used in the gambits in group. B : I’m happy for you.2..

To understand meanings of short functional texts and simple monolog texts of recount. (e. announcement.com 1 x 45’  2 x 45’ Speaking 4. (e. advertisement.1.1 To respond meanings in short functional texts accurately and acceptably.  Make spoken announcement. To express meanings of short functional texts and simple monolog texts of recount. narrative. To express meanings in short functional texts accurately and acceptably.   Oral Announcement Vocabulary related to announcement  Identify some oral announcements in public places in group Listen to announcement from the tape classically Discussing language content and from used in the announcement in groups. advertisement.    To give oral announcement To give oral invitation To use spoken language approprietly Performance 2 x 45’ . announcement. and procedure in daily life Basic Competence Learning Material Learning Activities Indicators Evaluation Time Allocation (Minutes) Source/Media 5.Standart of Competence Listening 2. invitation) in different kinds of context. Quiz Written Test Assignment (14 x 45) 1 x 45’ Interlanguage Developing English Competence Englishfor teachers.g. wordpress.g. and procedure in daily life 4.     To identify the topic of an oral announcement To identify detailed information in an announcement To identify the purpose of announcement that they listen to. narrative. invitation) in different kinds of context.

and procedure. narrative.         To identify the main idea in the text they hear To identify characters in the story they hear To identify chronological orders of the events in the story To identify some events in the story To identify materials needed in the procedure text they hear To identify communicative purposes of the texts they hear Quiz Written Test Assignment (14 x 45) 3 x 45’ Interlanguage Developing English Competence Englishfor teachers. and procedure in daily life 4. Discussing the content of the text they listen in pairs. fluently and acceptably in different context in life in the form of: recount.  Spoken text of recount Spoken text of narrative Spoken text of procedure  Listening to recount. To understand meanings of short functional texts and simple monolog texts of recount.2.  Telling folk tales/local stories Giving instruction orally Retelling past events orally       To use sentences in past tense in telling an event To give monolog to tell an experience To give monolog to give instruction To tell story. narrative.2 To respond meanings in simple  monolog texts accurately. Performance 2 x 45’ 4 x 45’ . Discussing forms of spoken language used in the text they hear in groups. and procedure. and procedure in daily life Basic Competence Learning Material Learning Activities Indicators Evaluation Time Allocation (Minutes) Source/Media 5. narrative. To respond meanings of short functional texts and simple monolog texts of recount. and procedure in the class. fluently and acceptably in different context in life in the form of:  recount. wordpress.Standart of Competence Listening 2. narrative. narrative. To express meanings in simple monolog texts accurately.com 3x 45’ Speaking 4.

and procedure in daily context and to access knowledge. and procedure in daily context and to access knowledge. advertisement. spelling and diction accurately To write main ideas To elaborate main ideas To write draft. invitation. Announcement.g. narrative. To express meanings in written short functional texts (e. announcement.  Making written announcement in pairs and publishing in class/school      To use grammar. To express meanings in written short functional texts and simple essay texts of recount. revise and edit it To produce short functional text Project Display 2 x 45’ .1 To respond meanings in written short functional texts (e. 6.1. invitation. announcement.g. fluently and acceptably using written language in daily context and to access knowledge.Standart of Competence Reading 5. advertisement. etc) in formal and informal context accurately. fluently and acceptably using written language in daily context and to access knowledge.  Identify some written announcement in public places in groups.   To read written texts loudly with correct intonation and pronunciation To identify topics of the texts they read. punctuation. Basic Competence Learning Material Learning Activities Indicators Evaluation Time Allocation (Minutes) Source/Media 5. Discussing content and language form used in the announcement in groups. narrative. invitation.etc. Identify some written announcement in public places in groups. etc) in formal and informal context accurately. vocabulary. advertisement. To understand meanings in written short functional texts and simple essay texts of recount. Quiz Written Test Assignment (8 x 45) English Online Jakarta Post 2 x 45’  2x 45’  Writing 6.

To express meanings in written short functional texts and simple essay texts of recount. fluently and acceptably using written language in daily context and to access knowledge in the form of procedure. and narrative text. recount. Rewriting the draft based on the peer correction. To express meanings and rethoric steps in written texts accurately. Doing peer correction to improve the draft.2 To respond meanings and rethoric steps in written texts accurately. fluently and acceptably using written language in daily context and to access knowledge in the form of procedure. Trying to use sentences in past tense to express event and imperative to give instruction. Written text of narrative   Written text of procedure  Writing draft of narrative. narrative. content. i. 6. narrative.            To identify main ideas in paragraph To identify meaning of certain words in the text To identify meaning of sentences in the text To identify various sentences arrangement in the text of.e.       To use sentences in past tense in expressing an event To use imperative in making a recipe or instruction To use direct and indirect sentences in writing narrative To produce a recount text To produce a narrative text To produce a procedure text Assignment Project Display 2 x 45’ 2x 45’ 2x 45’ . recount. recount and procedure. Basic Competence Learning Material Learning Activities Indicators Evaluation Time Allocation (Minutes) Source/Media 5.  Who went to Bunaken?  He went to Bunaken yesterday. and procedure in daily context and to access knowledge.2. and procedure text using chain writing.Standart of Competence Reading 5. To identify characters in the text To find chronological order of event in the text To identify events (certain events) in the text To identify rethoric steps in the text To identify communicative purpose of the text Quiz Written Test Assignment (14 x 45) ESOL ONLINE English Online 2 x 45’ English K-6 modules Jakarta Post 2x 45’ 2x 45’ Writing 6. text structure in groups. Discussing different aspect of text. and procedure in daily context and to access knowledge.  Reading narrative text loudly individually. narrative. Written text in the form of recount Past Tense  Jim Carrey had a trip to Bunaken. recount. To understand meanings in written short functional texts and simple essay texts of recount. and narrative text.