Grade XI, Sem 2
Standar Kompetensi: 7, 8, 9, 10, 11m 12 Kompetensi Dasar: 7.1 7.2; 8.1,8.2; 9.1, 9.2; 10.1, 10.2; 11.1, 11.2; 12.1, 12.2
Mendengarkan
7. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
7.1. Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta dan menyatakan perasaan sedih.
7.2. Merespon makna dalam percakapan (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:menyatakan perasaan malu, menyatakan perasaan marah dan menyatakan perasaan jengkel.
8. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari
8.1. Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
8.2. Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, spoof dan hortatory exposition.
Berbicara
9.Mengungungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut(sustained) dalam konteks kehidupan sehari-hari
9.1. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta dan menyatakan perasaan sedih.
9.2. Mengungkapka makna dalam percakapan (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan malu, menyatakan perasaan marah dan menyatakan perasaan jengkel.
10.Mengungkapkan makna dalam teks fungsional pendek dan eseii berbentuk narrative, spoof dan hortatoy exposition dalam konteks kehidupan sehari-hari
10.1. Mengungkapkan makna dalam teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa lisan secasra akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.
10.2. Mengungkapkan makna dalam esei dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk : narrative, spoof, dan hortatory exposition.
Membaca
11.Memahami makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
11.1. Mengugnkapkan makna dalam teks fungsional pendek )misalnya banner, poster, pamphlet, dll)) resmi ndan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lamcar, dan berterima dalam konteks kehidupan sehari-hari.dan untuk mengakses illmu pengetahuan.
11.2. Menguyngkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan bertema dalam konteks kehidupan shari-hari dalam teks berbentuk: narrative, spoof dan hortatory expositio
Menulis
12.Mengugnkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari
12.1. Merespon makna dalam teks fungsional pendek )misalnya banner, poster, pamphlet, dll)) resmi ndan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lamcar, dan berterima dalam konteks kehidupan sehari-hari.
12.2. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan bertema dalam konteks kehidupan shari-hari dalam teks berbentuk: narrative, spoof dan hortatory exposition.
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Standar Kompetensi: 7, 8, 9, 10, 11m 12 Kompetensi Dasar: 7.1 7.2; 8.1,8.2; 9.1, 9.2; 10.1, 10.2; 11.1, 11.2; 12.1, 12.2
Mendengarkan
7. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari
7.1. Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta dan menyatakan perasaan sedih.
7.2. Merespon makna dalam percakapan (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur:menyatakan perasaan malu, menyatakan perasaan marah dan menyatakan perasaan jengkel.
8. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari
8.1. Merespon makna dalam teks fungsional pendek resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
8.2. Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, spoof dan hortatory exposition.
Berbicara
9.Mengungungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut(sustained) dalam konteks kehidupan sehari-hari
9.1. Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta dan menyatakan perasaan sedih.
9.2. Mengungkapka makna dalam percakapan (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan malu, menyatakan perasaan marah dan menyatakan perasaan jengkel.
10.Mengungkapkan makna dalam teks fungsional pendek dan eseii berbentuk narrative, spoof dan hortatoy exposition dalam konteks kehidupan sehari-hari
10.1. Mengungkapkan makna dalam teks fungsional pendek resmi dan tak resmi dengan menggunakan ragam bahasa lisan secasra akurat, lancar dan berterima dalam konteks kehidupan sehari-hari.
10.2. Mengungkapkan makna dalam esei dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk : narrative, spoof, dan hortatory exposition.
Membaca
11.Memahami makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
11.1. Mengugnkapkan makna dalam teks fungsional pendek )misalnya banner, poster, pamphlet, dll)) resmi ndan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lamcar, dan berterima dalam konteks kehidupan sehari-hari.dan untuk mengakses illmu pengetahuan.
11.2. Menguyngkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan bertema dalam konteks kehidupan shari-hari dalam teks berbentuk: narrative, spoof dan hortatory expositio
Menulis
12.Mengugnkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari
12.1. Merespon makna dalam teks fungsional pendek )misalnya banner, poster, pamphlet, dll)) resmi ndan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lamcar, dan berterima dalam konteks kehidupan sehari-hari.
12.2. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan bertema dalam konteks kehidupan shari-hari dalam teks berbentuk: narrative, spoof dan hortatory exposition.
SYLLABUS AND THE SYSTEM OF EVALUATION
LEVEL OF SCHOOL : Senior High School - (Senior High School/ MA)
SUBJECT : English
GRADE/ SEMESTER : Grade XI / Second
REFERENCE : BSNP/ Cambridge International Examinations
Standard of Competence | Basic Competence | Assessment Objective (CIE) | Indicator | Main Material | Learning Activities | Time Allocation | Evaluation | resources |
I. LISTENING 7. Understand the sense of formal and sustained transactional dialogues in the daily life | 7.1. Responding the sense of formal and sustained transactional dialogues accurately, fluently & acceptably using spoken language in daily life dealing with the speech acts such as : "Expressing agreement & disagreement, Expressing Love and sadness " 7.2. Responding the sense of formal and sustained transactional and interpersonal dialogues accurately, fluently & acceptably using spoken language dealing with the speech acts such as : “Expressing Embarrassment, Anger & Annoyance“ | 1. Identifying and drawing the general comprehension of the speaker’s intentions where appropriate. | 7.1.1. Identifying speech act of "Expressing agreement & disagreement. 7.1.2. Identifying speech act of “Expressing Love and Sadness”. 7.1.3. Responding speech acts of "Expressing agreement & disagreement, Expressing Love and sadness " 7.2.1. Identifying speech acts of : “Expressing Embarrassment, Anger & Annoyance“ | 1.1 Expressing Agreement a) I know what You mean b) I think so, too. c) That’s for sure d) Fine with me Expressing Disagreement a) I’m against the idea b) I find I can’t agree with You c) I’m not so sure 1.2 Expressing Love 1. I truly love you endlessly 2. There’s nothing that compares with my love for you 3. Words fail to convey how much I love You 4. My love will never cease till the end of time Expressing sadness / sorrow 1. She was overwhelmed by her sorrow 2. My heart was so burdened 3. I’m so sad to hear that 4. Oh, I just don’t know what to do 5. Please, leave me alone. | - Listen to a transactional and interpersonal dialogue on a tape classically - Discuss some speech acts used in the dialogue in pairs - Discuss the responses the speech acts in groups | 4 x 45’ 2 x 45’ | - Answer the questions from dialogues. - Quiz - assignment | - “English for Better Life” – Pakar Raya. - “English as Second Language” – Peter Lucantoni - CAMBRIDGE |
Standard of Competence | Basic Competence | Assessment Objective (CIE) | Indicator | Main Material | Learning Activities | Time Allocation | Evaluation | resources | ||||||||||||||||||||||||||||||
8. Understand short functional text and monologue text in the from of “ Narrative, spoof and Hortatory Exposition” in the daily life context | 7.2. Responding the sense of formal and sustained transactional and interpersonal dialogues accurately, fluently & acceptably using spoken language dealing with the speech acts such as : “Expressing Embarrassment, Anger & Annoyance“ 8.1. Responding the purposes or senses of oral formal and informal short functional text accurately, fluently and acceptably in various daily life context | 8.1. Identify the important point or themes of the material they hear including attitude | 7.2.2. Responding speech acts of : “Expressing Embarrassment, Anger & Annoyance“ 8.1.1. Identifying the topic of oral short functional text being heard. 8.1.2. Identifying the specific information of oral short functional text being heard. 8.1.3. Identifying the communication purpose of oral short functional text being heard | Expressing Embarrassment 1. How embarrassing! 2. It’s really make me ashamed. 3. Tell me it never happened. 4. I was so embarrassed Expressing Anger 1. I’m fed up with …. 2. He flared up at me 3. I’m extremely displeased. 4. You’re such a pain in the neck! 5. It really makes me mad Expressing Annoyance 1. I’m losing my mind. 2. I was terrified. 3. You frightened me 4. That’s making me crazy. 5. It annoys me. I’m very annoyed. 1. Oral Short Functional Text. (Oral Announcement ) 2. List of vocabulary used in oral short functional text | - Listen to a transactional and interpersonal dialogue on a tape classically - Discuss some speech acts used in the dialogue in pairs - Discuss the responses the speech acts in groups 1. Listen to oral short functional text (Oral Announcement ) 2. In a group of three identify the topic & specific information of oral short functional text ( Oral Announcement ). 3. In a group of four, discuss the content & the communication purpose of oral short functional text | 2 x 45’ 2 x 45’ 2 x 45' | - Quiz - Answer the questions - Completion § Assignment § Written test (essay and close test) | “English for Better Life” – Pakar Raya. - “English as Second Language” – Peter Lucantoni - CAMBRIDGE | ||||||||||||||||||||||||||||||
Standard of Competence | Basic Competence | Assessment Objective (CIE) | Indicator | Main Material | Learning Activities | Time Allocation | Evaluation | resources | ||||||||||||||||||||||||||||||
8. Understand short functional text and monologue text in the from of “Narrative, spoof and Hortatory Exposition” in the daily life context | 8. 2. 1. Responding the purposes or senses of monologue text in the form of “Narrative” using spoken language accurately, fluently & acceptably in daily life context 8. 2. 2. Responding the purposes or senses of monologue text in the form of “Spoof” using spoken language accurately, fluently & acceptably in daily life context | 8.1. Identify the important point or themes of the material they hear including attitude . | 8.2.1.1. Identify main idea of the text heard 8.2.1.2. Identify the character of oral Narrative Text being heard 8.2.1.3. Identify the specific information of Oral Narrative Text being heard. 8.2.1.4.Identify the structure of text (generic structure) CIE -Identify the important points of short text (Narrative, report & Analytical exposition) -.Listen to passage given an answer the questions 8.2.2.1. Identify main idea of the text being heard. 8.2.2.2. Identify the structure of text (generic structure). 8.2.2.3. Identify the events in the text being heard 8.2.2.4. Identify the aim of communica-tion of the text being heard | 1. Oral Narrative text 2. List of vocabulary used in Oral narrative Text being heard 1. Oral Spoof Text 2. List of vocabulary used in Oral Spoof Text being heard | • Listen to a story to find out some information classically • Discuss the character stated in the oral text • Discuss the content (specific information) happened in the oral text • Discuss the conflict • Discuss and find moral value 1. Listen to a story to find out some information classically 2. Discuss the tenses. 3. Discuss the main idea of the text being heard in a group of three 4. Discuss the content and the events in the text in a couple 5. Identify & discuss the aim of communication of the text being heard | 4 x 45’ 2 x 45’ | - Quiz - written test (essay & close test) - Answer the questions - Completion § Assignmen. § Written test (essay & close test) § Completion | “English for Better Life” – Pakar Raya. - “English as Second Language” – Peter Lucantoni - CAMBRIDGE | ||||||||||||||||||||||||||||||
Standard of Competence | Basic Competence | Assessment Objective (CIE) | Indicator | Main Material | Learning Activities | Time Allocation | Evaluation | resources |
II. SPEAKING : 9. Expressing formal and sustained transactional and interpersonal dialogues in the daily life context. | 8. 2. 3. Responding the purposes or senses of monologue text in the form of “Hortatory Exposition” using spoken language accurately, fluently & acceptably in daily life context 9.1. Expressing the sense of formal and sustained transactional dialogues accurately, fluently & acceptably using spoken language in daily life dealing with the speech acts such as : "Expressing agreement & disagreement, Expressing Love and sadness " | 9.1.Demonstrate a competence in a range of speech activities, e.g. respond to questions on topic within a defined range such as past and present schooling, future plans, current affairs | 8.2.3.1. Identify main idea of the text heard. 8.2.3.2. Identify the structure of text (generic structure). 8.2.3.3. Identify the argument heard. 8.2.3.4. Identify the cases from the text being heard 8.2.3.5.. Identify the aim of communica tion of the text being heard 9.1.1. Use and respond speech acts of "Expressing agreement & disagreement, Expressing Love and sadness " 9.1.2. Perform and demonstrate speech acts of "Expressing agreement & disagreement, Expressing Love and Sadness" in a role play. CIE · Demonstrate greater flexibility in dealing with new topically ideas | 1. Oral Hortatory Exposition text 2. List of vocabulary used in Oral Hortatory Exposition Text being heard ♦ Expressing Agreement a).I know what You mean b) I think so, too. c) That’s for sure. ♦ Expressing Disagreement a) I’m against the idea b) I find I can’t agree with You c) I’m not so sure ♦ Expressing Love 1.I truly love you endlessly 2.There’s nothing that compares with my love for you 3.Words fail to convey how much I love You ♦ Expressing sadness / sorrow 1. She was overwhelmed by her sorrow 2. My heart was so burdened. 3. I’m so sad to hear that 4. Please, leave me alone. | 2. Listen to Oral Hortatory Exposition Text to find some information classically. 3. Discuss the tense .and Vocabulary classically. 4. Discuss the content of the text in a couple.. 5. Discuss the argument - Discuss speech acts such as: "Expressing agreement & disagreement, Expressing Love and sadness" and the responds, used in the dialogue. - Use and demonstrate the competence in a range of speech activities (Role play ) - Conduct a sustained conversation - Demonstrate greater flexibility in dealing with new, topical ideas - Show a sense of audience - Perform in a group | 4 x 45’ 4 x 45’ | § Assignment § Written test (essay & close test. § Completion - Assignment. - Written test (essay & close test.. - Perfor- mance. | “English for Better Life” – Pakar Raya. - “English as Second Language” – Peter Lucantoni - CAMBRIDGE - “BREAKTHROUGH’- J.C. Richards M.N. Long - Oxford |
Standard of Competence | Basic Competence | Assessment Objective (CIE) | Indicator | Main Material | Learning Activities | Time Allocation | Evaluation | resources |
10. Expressing short functional text and monologue text in the from of “Narrative, spoof and Hortatory Exposition” in the daily life context | 9.2. Expressing the sense of formal and sustained transactional and interpersonal dialogues accurately, fluently & acceptably using spoken language dealing with the speech acts such as : “Expressing Embarrassment, Anger & Annoyance“ 10.1. Expressing the purposes or senses of oral formal and informal short functional text (e, g: banner, poster, pamphlet, etc) accurately and fluently in various daily life context 10.2.1. Expressing the purposes or senses of monologue text in the form of “Narrative” using spoken language accurately, fluently & acceptably in daily life context. | 9.2. Conduct a sustained conversation 10.1.1. Demonstrate greater flexibility in dealing with new, topical ideas. 10.2.1.1. Conduct a sustained conversation. 10.2.1.2. Show a sense of audience | 9.2.1.Use and respond speech acts of “Expressing Embarrassment, Anger & Annoyance“ 9.2.2. Perform and demonstrate speech acts of “Expressing Embarrassment, Anger & Annoyance“ 10.1.1. Use oral language in conveying short functional text 10.2.1.1. Use ‘simple past tense’ for delivering a narrative text. 10.2.1.2. Perform monologue of Narrative text in front of the class. | Expressing Embarrassment 1. How embarrassing! 2. It’s really make me ashamed. 3. Tell me it never happened. Expressing Anger 1. I’m fed up with …. 2. He flared up at me 3. I’m extremely displeased. 4. You’re such a pain in the neck! Expressing Annoyance 1. I’m losing my mind. 2. I was terrified. 3. You frightened me 4. That’s making me crazy. 1. Oral Short Functional Text. (e, g: banner, poster, pamphlet, etc) 2. List of vocabulary used in oral short functional text 1. List of Irregular Verb and a set of problem of using Simple Past Tense. 2. Narrative Text. | - Discuss speech acts such as: “Expressing Embarrassment, Anger & Annoyance“ and the responds, used in the dialogue heard, in a group of four. - Show a sense of audience - Use and demonstrate competence in a range of speech activities (Role play ) - Demonstrate greater flexibility in dealing with new, topical ideas - Perform in a group ▪ Perform or convey Oral Short Functional Text (e, g: banner, poster, pamphlet, etc) individually in front of the class - Ask to make one or two sentences orally based on the list of Irregular Verb. - Find a story individually and tell it in front of the class. | 4 x 45’ 4 x 45’ 4 x 45’ | - Assignment. - Written test (essay & close test.. - Perfor- mance. - Perfor mance ●Assignment Performance | “English for Better Life” – Pakar Raya. - “English as Second Language” – Peter Lucantoni - CAMBRIDGE |
Standard of Competence | Basic Competence | Assessment Objective (CIE) | Indicator | Main Material | Learning Activities | Time Allocation | Evaluation | resources |
III. READING 11.Understanding the sense of Short Functional Text and simple essay in the form of “Narrative, spoof and Hortatory Exposition” in daily life context and for accessing knowledge | 10.2.2. .Expressing the purposes or senses of monologue text in the form of “Spoof” using spoken language accurately, fluently & acceptably in daily life context. 10.2.3. .Expressing the purposes or senses of monologue text in the form of “Hortatory Exposition ” using spoken language accurately, fluently & acceptably in daily life context. 11.1. Responding the sense of formal or informal short functional text (banner, poster, pamphlet, etc) using written language accurately, fluently & acceptably in daily life context. | 10.2.2.1. Conduct a sustained conversation. 10.2.2.2 Show a sense of audience 11.1. Scan for particular information, organize the relevant information and present it in a logical manner / given format | 10.2.2.1. Use “ Past Continuous Tense” for delivering a Spoof Text 10.2.2.2. Perform monologue of Spoof Text in front of the class. 10.2.3.1. Demonstrate a monologue to persuade audience that something should or should not be the case 11.1.1. Identify the topic of Short functional text (banner, poster, pamphlet, etc) 11.1.2. Identify the specific information used in short Functional Text. | (+) S + was/were + V-ing + O (-) S + was/were + Not + V-ing + O - A set of problem of using Simple Past Continuous Tense - Spoof Text - Hortatory Exposition text > banner text, pamphlet text, and poster text > List of vocabulary used in banner, pamphlet poster. | - Use “Past Continuous Tense.” In conveying Spoof Text - Perform Spoof Text individually in front of the class - Demonstrate a monologue of Hortatory Exposition - Identify the arguments - Use Modal “Should” to give an advice • Read “banner, pamphlet and/or poster” Loudly and correctly • Observe and discuss various aspects of short functional text (banner, pamphlet and/or poster) given in a group • Answer the questions based on a banner, a pamphlet or a poster given. | 2 x 45’ 2 x 45’ 4 x 45’ 4 x 45’ | - Perfor mance - Answer the questions orally ▪ Demons-tration ▪ Answer the questions orally ▪ Assignment ▪ Written test ▪ Quiz | “English for Better Life” – Pakar Raya. - “English as Second Language” – Peter Lucantoni - CAMBRIDGE |
Standard of Competence | Basic Competence | Assessment Objective (CIE) | Indicator | Main Material | Learning Activities | Time Allocation | Evaluation | resources |
11.Understanding the sense of Short Functional Text and simple essay in the form of “Narrative, spoof and Hortatory Exposition” in daily life context and for accessing knowledge | 11.2.1 Responding the sense and the generic structure of written essay in the form of “Narrative” accurately, fluently & acceptably in daily life context in order to be able to access knowledge 11.2.2. Responding the sense and the generic structure of written essay in the form of “Spoof” accurately, fluently & acceptably in daily life context in order to be able to access knowledge | 11.2. Draw conclusions from and see relations within an extended text. | · CIE Draw conclusions from and see relations within an extended text 11.2.1.1. Identify the words meaning and communication purpose of the text 112.1.2. Identify and find main idea and the setting of the text 11.2.1.3. Identify the characters in Narrative Text 11.2.1.4. Identify the structure of text (generic structure) of Narrative Text. 11.2.1.5. Obtain or find more informa-tion based on the text 11.2.2.1. Identify the words meaning and communication purpose of the text 11.2.2.2. Identify main idea of the text 11.2.2.3. Identify the events of Spoof Text 11.2.2.4. Identify the structure of text (generic structure) of spoof Text | - Written Narrative Text - Modal - Written Spoof Text | ء Read Narrative Text loudly ء Find the difficult words and discus them ء Find the main idea and the complication of the text ء Find and identify the characters in Narrative Text ء Discuss the various aspects from the text • Read Spoof Text loudly • Find the difficult words and discus them classically • Discuss the content and main idea of Spoof Text in a group • Discuss and find The specific information from the text • Identify the generic structure of the text | 4 x 45’ 4 x 45’ | - Quiz - Answer the questions (essay & close test ) - Completion ▪ Assignment ▪ Written test (essay and close test) | “English for Better Life” – Pakar Raya. - “English as Second Language” – Peter Lucantoni - CAMBRIDGE |
Standard of Competence | Basic Competence | Assessment Objective (CIE) | Indicator | Main Material | Learning Activities | Time Allocation | Evaluation | resources |
IV. WRITING : 12. Expressing the sense of short functional text and essay in the form of ““Narrative, spoof and Hortatory Exposition” in the daily life context | 11.2.3 Responding the sense and the generic structure (Langkh retorika) of Written essay in the form of “Hortatory Exposition” accurately, fluently & acceptably in daily life context in order to be able to access knowledge 12.1. Expressing the sense of formal or informal short functional text (banner, poster, pamphlet, etc) using written language accurately, fluently & acceptably in daily life context. | 12.1. Carry out simple writing task, such as banner, poster, pamphlet, etc in an appropriate and accurate form of English in response to a written stimulus. | 11.2.3.1. Identify the words meaning and communication purpose of the text 11.2.3.2. Identify main idea of the text . 11.2.3.3. Identify the cases stated in the text 11.2.3.4. Identify the arguments stated in the text 11.2.3.5. Identify an advice given 11.2.3.6. Identify the structure of text (generic structure) of Hortatory Exposition Text 12.1.1. Use grammar, vocabulary and spelling accurately. 12.1.2. Write and elaborate the main idea of short functional text (banner, poster, pamphlet,) 12.1.3. Make a draft revise, Generate and produce banner, poster, pamphlet, | - Modal “Should” - Written Hortatory Exposition Text >banner text, pamphlet text, and poster text > List of vocabulary used in banner, pamphlet poster. | ﻩ Read Hortatory Exposition text loudly ﻩ Find the difficult words and discus them classically ﻩ Discuss the content and main idea of Hortatory Exposition Text in a group ﻩ Find the Cases and the Arguments stated in the text in a group ﻩ Identify the Generic structure of the text ﻩ Practice using sentence of giving advice and argument ♠ Make a draft of banner, poster, pamphlet, by using Chain Writing ♠ Do the peer correction to make the draft perfect ♠ Make or produce the perfect banner, poster, pamphlet based on peer correction (corrected by classmate) ♠ publish banner, poster, pamphlet based on peer correction (corrected by classmate) | 4 x 45’ 2 x 45’ | - Quiz - Answer the questions - Completion • Assignment • Written test | “English for Better Life” – Pakar Raya. - “English as Second Language” – Peter Lucantoni - CAMBRIDGE |
Standard of Competence | Basic Competence | Assessment Objective (CIE) | Indicator | Main Material | Learning Activities | Time Allocation | Evaluation | resources |
12. Expressing the sense of short functional text and essay in the form of ““Narrative, spoof and Hortatory Exposition” in the daily life context | 12.2.1. Expressing the sense and the generic structure (Langkh retorika) of essay in the form of “Narrative ” accurately, fluently & acceptably using written language in daily life context. 12.2.2. Responding the sense and the generic structure (Langkh retorika) of essay in the form of “Spoof” accurately, fluently & acceptably using written language in daily life context. | 12.2. Carry out longer writing tasks on a wider range of topics in response to a written stimulus | 12. 2.1.1. Use Complex Sentences to make a Narrative Text 12. 2.1.2. Generate and produce a Narrative Text. 12.2.2.1.Use “Past Continuous Tense” to write Spoof Text 12.2.2.2. Generate and produce a Spoof Text | - Modals - Complex Sentences - Written Narrative Text - Past Continuous Tense. - Written Spoof Text | ﻐ Practice using " Complex Sentences" to make text structure correct ﻐ Make a draft of Narrative text by using Chain Writing ﻐ Do the peer correction to make the draft perfect ﻐ Make or produce the correct Narrative Text based on peer correction (corrected by classmate) > Practice using “Past Continuous Tense” to write Spoof Text. > Make a draft of Spoof text by using Chain Writing > Do the peer correction to make the draft perfect > Make or produce the correct Spoof Text based on peer correction (corrected by classmate) | 2 x 45’ 2 x 45’ 2 x 45’ 2 x 45’ | - Quiz - Answer the questions - Completion • Assignment • Written test | “English for Better Life” – Pakar Raya. - “English as Second Language” – Peter Lucantoni - CAMBRIDGE |
Standard of Competence | Basic Competence | Assessment Objective (CIE) | Indicator | Main Material | Learning Activities | Time Allocation | Evaluation | resources |
12. Expressing the sense of short functional text and essay in the form of “Narrative, Spoof and Hortatory Exposition” in the daily life context | 12.2.3. Responding the sense and the generic structure (Langkh retorika) of essay in the form of “Hortatory Exposition” accurately, fluently & acceptably using written language in daily life context. | 12.2. Carry out longer writing tasks on a wider range of topics in response to a written stimulus | 12.2.3.1. Use Modal Auxiliary “Should” to write advice in a Hortatory Exposition Text 12.2.3.2. Generate and produce an Analytical Exposition Text | - Modal Auxiliary “Should” - Written Hortatory Exposition Text | ﻐ Practice using Modal Auxiliary “Should” to write advice in a Hortatory Exposition Text ﻐ Make a draft of Hortatory Exposition Text by using Chain Writing ﻐ Do the peer correction to make the draft correct ﻐ Make or produce the correct Hortatory Exposition Text based on peer correction (corrected by classmate) | 2 x 45’ 2 x 45’ | - Assignment - Written test | - “English as Second Language” – Peter Lucantoni - CAMBRIDGE |
Resource : Abdul Mukti Gh., S.Pd Senior High School I Gresik in .. Quiz - assignment resource s “English for Better Life” – Pakar Raya. “English as Second 21 Jan 2010 .…
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good job :D
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