S I L A B U Ssman1cianjur.sch.id/e107/perangkat/Silabus/SILABUS Bahasa... · Web viewSchool : SMA Negeri 1 Cianjur Class/ Program : XI/ IPA-IPS Subject : English Semester : 1 Standard

S I L A B U S

SYLLABUS

School

: SMA Negeri 1 Cianjur

Class/ Program: XI/ IPA-IPS

Subject

: English

Semester

: 1

Standard of

: 1. Listening

Competence

Understanding meaning in transactional and interpersonal discourse for both formal

and sustained way in the context of daily life.

2. Understanding meaning in short functional and monolog use in the forms of report, narrative and analytical exposition

in the context of daily life.

Basic Competence

Achievement Indicator

Learning Material

Learning Activity

Assessment

Time Allowed

Sources

1.1 Responding to a meaning in transactional (to get things done) and interpersonal (to socialize) discourse, for both formal and sustained way by using simple spoken language variety accurately, fluently and acceptably in the context of daily life and involves speech act of giving and asking for an opinion, satisfaction and dissatisfaction.

1.2 Responding to a meaning in transactional (to get things done) and interpersonal (to socialize) discourse, for both formal and sustainable by using simple spoken language variety accurately, fluently and acceptably in the context of daily life and involves speech act of giving advice, warning, accepting a request and expressing relief, pain and pleasure

Listening

2.1 Responding to a meaning in the short spoken functional text, formal and informal accurately, fluently and acceptably in the various context of daily life.

2.2 Responding to a meaning in the monolog text using spoken language variety accurately, fluently and acceptably in the context of daily life in form of report, narrative and analytical exposition text

· Identifying words in the dialog

· Identifying a meaning of the word

· Identifying relation among the speakers

· Identifying a meaning of speech act of giving an opinion

· Responding to the speech act of giving an opinion

· Identifying meaning of expressing satisfaction

· Responding to the speech act of satisfaction

· Identifying meaning of expressing dissatisfaction

· Responding to the speech act of dissatisfaction

· Identifying the context of situation

· Identifying a meaning of giving advice

· Responding the speech act of giving advice

· Identifying a meaning of warning

· Responding the speech act of warning

· Identifying meaning of accepting a request

· Responding the speech act of accepting a request

· Identifying meaning of expressing relief, pain and pleasure

· Responding the speech act of expressing relief, pain and pleasure.

· Identifying the topic of short spoken functional text

· Identifying specific information from spoken text

· Identifying the communicative purpose of short spoken functional text

· Using spoken language in giving short functional text

· Identifying the main idea of the report text listened orally

· Identifying the characters in the text

· Identifying the events in the text

· Identifying the characteristic of things or person reported

· Identifying the cases in the text

· Identifying the arguments l in the text.

· Giving an opinion

e.g. A: I think this is great.

B: I think so too.

· Asking for an opinion

e.g. A: What do you think about it?

B: I think it’s a good idea.

· Expressing satisfaction

e.g. A: I can’t think of anything better.

B: Thank you for your compliment, Sir.

· Expressing dissatisfaction

e.g. A: I’m not happy about it.

B: Please give me another chance.

Giving advice

e.g. A: You’d better do it now.

B: I will

Warning

e.g. A : Don’t forget to bring the food with you.

B: I won’t.

Accepting a request

e.g. A: You may go

B: You’re the best, Dad.

Expressing Relief

e.g. A: I feel so relieved.

B: I can see that

Pain

e.g. A: Ouch! It hurts so

much.

B: Oh, you poor thing.

Pleasure

e.g. A: I’m so pleased.

B: I’m glad you like it.

Invitation card

Meetings :

· Leading questions.

· Listening to an opinion/ satisfaction and dissatisfaction expressions with their responses for the whole class.

· Studying the expressions to identify the variety of an opinion/ satisfaction and dissatisfaction expressions with their responses.

· Answering the questions given by the teachers.

· Discussing the answers with the whole class.

Structural Instructions:

· Assignments related the expressions given.

Non structural self activity :

· Making dialog related to the previous expressions in groups of four.

Meetings :


· Listening to giving advice, warning, accepting a request and relief, pain and pleasure expressions with their responses for the whole class.

· Studying the expressions to identify the variety of giving advice, warning, accepting a request and relief, pain and pleasure expressions with their responses.




· Giving assignments related the expressions given.



Meetings :

· Listening to the invitation of meeting through tape recorder for the whole class.

· Discussing the content and the form of language used in the text in groups


Structural Instructions :

· Looking for the model of invitation card.

Non structural self activity

· Making an invitation card individually.

Meetings :

· Leading questions by showing a picture related to the topic.

· Identifying the main idea of the report text listened orally

· Identifying the characters listened in the text

· Identifying the events listened in the text


· Identifying the cases listened in the text

· Identifying the arguments listened in the text


· Giving assignment by listening to the text related to the topic individually.


· Reporting the result in front of the class.

Oral Test

Written Test

( Multiple choice/essay)

Quiz

Assignment

Oral Test

Written Test

(Multiple choice and essay)

Quiz

Assignment

Written Test

(Multiple

choice/essay)

Quiz

Assignment

2 x 45’

4 x 45’

2 x 45’

4 x 45’

Cassette/ CD

Tape

Recorder

Erlarga, grad XI.

BSE, Grade XI

Standard of Competence : Speaking

3. Expressing a meaning in transactional and interpersonal discourse, for both formal and sustained way in the context of daily life.

4. Expressing a meaning in short functional text and monolog use in the forms of report, narrative and analytical exposition


Basic Competence


Learning Material

Learning Activity

Assessment

Time Allowed

Sources

3.1 Expressing a meaning in transactional (to get things done) and interpersonal

(to socialize) for both formal and sustained way by using spoken language variety accurately, fluently and acceptably in the context of daily life and involve speech act of giving and asking for an opinion, satisfaction and dissatisfaction.


(to socialize) for both formal and sustainable by using spoken language variety accurately, fluently and acceptably in the context of daily life and involves speech act of giving advice, warning, accepting a request and expressing relief, pain and pleasure.

4.1 Expressing a meaning in the short spoken functional text, for both formal and informal accurately, fluently and acceptably in the various context of daily life

4.2 Expressing a meaning in monolog text by using spoken language variety accurately, fluently and acceptably in the context of daily life in form of report, narrative and analytical exposition text

· Using the speech act of giving and asking for an opinion

· Responding to the speech act of giving and asking for an opinion

· Using the speech act of satisfaction and dissatisfaction

· Responding to the speech act of satisfaction and dissatisfaction

· Using the speech act of giving advice

· Responding the speech act of giving advice

· Using the speech act of warning

· Responding the speech act of warning

· Using the speech act of accepting a request

· Responding a speech act of accepting a request

· Using the speech act of expressing feelings

· Responding the speech act of expressing feelings

· Using spoken language in giving short functional text

· Using present tense in telling report

· Doing monolog in narrative

· Using past tense in telling narrative

· Doing monolog in analytical exposition

· Giving an opinion

e.g. A: I think this is great.

B: I think so too.

· Asking for an opinion

e.g. A: What do you think about it?

B: I think it’s a good idea.

· Expressing satisfaction

e.g. A: I can’t think of anything better.

B: Thank you for your compliment, Sir.

· Expressing dissatisfaction

e.g. A: I’m not happy about it.

B: Please give me another chance.

Giving advice

e.g. A: You’d better do it now.

B: I will

Warning

e.g. A : Don’t forget to bring the food with you.

B: I won’t.

Accepting a request

e.g. A: You may go

B: You’re the best, Dad.

Expressing Relief

e.g. A: I feel so relieved.

B: I can see that

Pain

e.g. A: Ouch! It hurts so

much.

B: Oh, you poor thing.

Pleasure

e.g. A: I’m so pleased.

B: I’m glad you like it.

Invitation Card

Text of Report

Text of narrative

Text of Analytical

Exposition

Meetings :

· Answering the questions related to the expressions.

· Reading the dialog related to the expressions.

· Answering the questions from the dialog.

· Learning any kind of expressions related to the topics.

· Making dialog in pairs.

· Acting out in front of the class.

Stuctural Instructions.

· Giving assignment by making with their own situations.

Non structural self activity:

· Acting out the dialog in front of the class.

Meetings :


· Reading the dialog related to the expressions.









Meetings :

· Showing the model of invitation card.

· Discussing the card shown by the teacher.

Structural Instructions

· Making an invitation card individually.

Non Structural self activity.

· Reporting the invitations made by the students.

Meetings :

· Reading The text related to the topic.

· Discussing the text related to the topic in the whole class.

Structural instructions :

· Looking for the text related to the text.


Retelling the reading text they found in front of the class.

Assignment

Performance

Assignment

Performance

6 x 45’

8 x 45’

2 x 45’

4 x 45’

Standard of Competence : Reading

5. Understanding a meaning of short functional text and simple essay in form of report, narrative and analytical exposition text

in the context of daily life to access science.

Basic Competence


Learning Material

Learning Activity

Assessment

Time Allowed

Sources

5.1 Responding to a meaning in short functional text (e.g. banner, poster, pamphlets, etc.) for both formal and informal by using written language variety accurately, fluently and acceptably in the context of daily life.

5.2 Responding to a meaning and rhetorical step in essay by using written language variety accurately, fluently and acceptably in the context of daily life to access science

· Identifying the topic of the text

· Identifying specific information from a short functional text

· Identifying the meaning of the words in the reading text

· Identifying the main idea

report text

· Identifying the conflict in narrative text

· Identifying the events in the reading text

· Identifying the characteristics of thing/person in the text

· Identifying the cases in the text

· Identifying the arguments given

· Identifying the rhetorical steps of the text

· Identifying the communicative purpose of the text

Banner, poster, pamphlet

Text of Report

Text of narrative

Text of Analytical

Exposition

Meetings :

· Studying the model of banner, poster and pamphlet.

· Reading the models individually.

· Answering the questions based on the topic individually.


· Giving assignment by looking for any kind of banner, poster and pamphlet in groups/ individually.

Non Structural self activity :

· Reading the banner,

poster and pamphlet in

the front of the class.

Meetings :

· Answering the questions the topics.

· Reading report/narrative/ analytical exposition text individually

· Analyzing various aspect from the text as the content and grammatical structure in groups.

· Practicing using the grammatical structure found in the text.

· Reading aloud the text of report/

narrative /analytical

exposition individually

· Answering the questions based the text individually.



· Giving assignment by reading the text related to the topic.

Non Structural self Activity :

· Reading aluod the text related to the topics

in front of the class.

Written test

(Multiple choice/essay)

Quiz

Written test

Assignment

2 x 45’

8 x 45’

Standard of Competence : Writing

6. Expressing a meaning in short written functional text and simple essay in form of report, narrative

and analytical exposition text in the context of daily life

Basic Competence


Learning Material

Learning Activity

Assessment

Time Allowed

Sources

6.1 Expressing a meaning in short functional text (e.g. banner, poster, pamphlet, etc.) for both formal and informal by using written language variety accurately, fluently and acceptably in the context of daily life

6.2 Expressing a meaning and rhetorical step in essay by using written language variety accurately, fluently and acceptably in form of report, narrative and analytical exposition text

· Using structure, vocabulary, punctuation, spelling, accurately.

· Writing the main idea

· Elaborating the main idea

· Making draft, revision, editing

· Making banner, poster or pamphlet

· Using adjective clause to make report

· Making report text

· Making narrative text

· Making analytical exposition text

· Banner,

Poster ,Pamphlet

· Noun Phrase

· Adjective Clause

· Narrative Text

· Report Text

· Analytical Exposition Text

· Text of Report

· Text of narrative

· Text of Analytical

Exposition

Meetings :

· Studying the model of banner, poster and pamphlet provided.

· Making draft in the forms of banner, poster, pamphlet wth the condition given by doing chain writing

· Peer editing

· Making banner, poster or pamphlet based on their draft.

Structural Instructons:

· Giving assignment by lookng for the model of banner, poster or pamphlet.


Making banner, poster or pamphlet based their own condition.

Meetings :

· Reading the model of reading text.

· Discussing any aspects related to the text such as rhetorical steps and grammatical feature

· Practicing using simple present tense to express the fact and complex sentence using modal to express opinion

· Making draft of narrative, report or analytical exposition text by using chain writing.

· Making the reading text based on the topic given.


Looking for the models of reading text related to the topics.


· Writing the text related to the topic based their own knowledge.

Assignment

Assignment

Project

2 x 45’

6 x 45’

SYLLABUS

School

: SMA Negeri 1 Cianjur

Class/ Program: XI/ IPA-IPS

Subject

: English

Semester

: 2

Standard Of

: Listening

Competence

7. Understanding a meaning in transactional and interpersonal discourse for both formal

and sustained way in the context of daily life.

8. Understanding a meaning in short functional and monolog use in the forms of narrative, spoof and hortatory exposition


Basic Competence

Indicator

Learning Material

Learning Activity

Assessment

Time Allocated

Sources

7.1 Responding to a meaning in transactional (to get things done) and interpersonal ( to socialize) discourse, for both formal and sustained way by using simple spoken language variety accurately, fluently and acceptably in the context of daily life and involves speech act of expressing attitude, love and sadness.

7.2 Responding to a meaning in transactional (to get things done) and interpersonal ( to socialize) discourse, for both formal and sustained way by using simple spoken language variety accurately, fluently and acceptably in the context of daily life and involves speech act of expressing embarrassment, anger and annoyance’

8.1 Responding to a meaning in short functional text, for both formal and informal by using spoken language variety accurately, fluently and acceptably in the context of daily life.

8.2 Responding to a meaning in monolog text by using spoken language variety accurately, fluently and acceptably in the context of daily life in form of narrative, spoof and hortatory exposition

· Identifying the relation among the speakers

· Identifying the sense of speech act of love

· Responding speech act of love

· Identifying the sense of speech act of sadness

· Responding speech act of sadness

· Identifying the meaning of a speech act of embarrassment . Responding to a speech act of embarrassment.

· Identifying the sense of a speech act of anger

· Responding to a speech act of anger

· Identifying the meaning of a speech act of annoyance

· Responding to a speech act of annoyance.

· Identifying the topic of short functional text listened

· Identifying specific information of the text listened

· Identifying the form of spoken language based on the text listened

· Identifying the main idea of hortatory exposition listened

· Identifying the characters of the story given

· Identifying the events of the text listened

· Identifying the twist in spoof text

· Identifying the solution in the story

· Identifying the case

· Identifying the arguments

· Expressing attitude

E.g. A: I’m against the

idea.

B: I can’t agree

more

· Expressing

- love

e.g. A: I love you

B: I love you too.

- sadness

e.g. A: This is the

lowest time in

my life.

B: Take an easy

· Embarrassment

E.g. A: I was so

embarrassed.

B: I don’t think it’s

a big deal

· Anger

E.g. A: There’s nothing

to talk about,

get out of here.

B: If you say so.

· Annoyance

E.g. A: I can’t take this

anymore.

B: Sorry about that

Short spoken functional text ( announcement)

· Spoken text of narrative

· Spoken text of spoof

· Spoken text of hortatory exposition

Meetings :


· Listening to attitude, love and sadness expressions with their responses for the whole class.

· Studying the attitude, love and sadness expressions to identify the variety expressions with their responses.




· Assignments related the expressions given.



Meetings :


· Listening to embarrassment, anger and annoyance expressions with their responses for the whole class.

· Studying the expressions to identify the variety of embarrassment, anger and annoyance expressions with their responses.




· Giving assignments related the expressions given.



Meetings :

· Listening to the announcement given by the teacher.

· Discussing the content and the form of language used in the announcement in groups



· Looking for the model of announcement.

Non structural self activity

· Making an announcement individually.

Meetings :

· Leading questions by showing a picture related to the topic.

· Identifying the main idea of the text listened orally

· Identifying the characters listened in the text

· Identifying the events listened in the text


· Identifying the cases listened in the text

· Identifying the arguments listened in the text


· Giving assignment by listening to the text related to the topic individually.


· Reporting the result in front of the class.

Oral test

Written test

Quiz

Assignment

Oral test

Written test

Quiz

Assignment

Oral test

Written test

quiz

assignment

Oral Test

Written test

Assignment

Quiz

2 x 45’

4 x 45’

2 x 45’

4 x 45’

Standard of Competence : Speaking

9. Expressing a meaning in transactional and interpersonal discourse, for both formal and sustainable in the context of daily life.

10. Expressing a meaning in short functional text and monolog use in the forms of report, narrative and analytical exposition


Basic Competence

Indicator

Learning Material

Learning Activity

Assessment

Time Allocated

Sources


(to socialize) formal and sustainable by using spoken language variety accurately, fluently and acceptably in the context of daily life and involves speech act of expressing love and sadness


(to socialize) for both formal and sustainable by using spoken language variety accurately, fluently and acceptably in the context of daily life and involves speech act of expressing embarrassement, anger and annoyance.

10.1 Expressing a meaning in short functional text ( e.g. Banner, foster pamphlet, etc) for both formal and informal accurately, fluently and acceptably in various daily life context.

10.2 Expressing a meaning in monolog text by using spoken language variety accurately, fluently and acceptably in various daily life context. In forms of narrative, spoof and hortatory exposition

· Using speech act of expressing feeling

· Using speech act of love

· Responding speech act of love

· Using speech act of sadness

· Responding speech act of sadness

· Using speech act of embarrassment

· Responding speech act of embarrassment

· Using speech act of anger

· Responding speech act of anger

· Using speech act of annoyance

· Responding speech act of annoyance.

· Using spoken language in delivering short functional text.

· Using past continuous in telling spoof

· Doing monolog in narrative

· Doing monolog in hortatory exposition

· Using modal ‘should’ to give recommendation.

· Debating

· Expressing

- love

e.g. A: I love you

B: I love you too.

- sadness

e.g. A: This is the

lowest time in

my life.

B: Take an easy

· Embarrassment

E.g. A: I was so

embarrassed.

B: I don’t think it’s

a big deal

· Anger

E.g. A: There’s nothing

to talk about,

get out of here.

B: If you say so

· Annoyance

E.g. A: I can’t take this

anymore.

B: Sorry about that

Announcement

Text of Narrative

Text of spoof

Text of hortatory

Exposition

Meetings :


· Reading the dialog related to the love and sadness expressions.









Meetings :


· Reading the dialog related to the embarrassment, anger and annoyance expressions.









Meetings :

· Showing the model of announcement.

· Discussing the announcemnt read by the teacher.

Structural Instructions

· Making an announcement individually.

Non Structural self activity.

· Reporting the announcement made by the students.

Meetings :

· Reading The text related to the topic.

· Discussing the text related to the topic in the whole class.

Structural instructions :

· Looking for the text related to the text.


· Retelling the reading text they found in front of the class.

Assignment

Performance

Performance

assignment

performance

Assignment

performance

6 x 45’

8 x 45’

4 x 45’

8 x 45’

Standard of Competence : Reading

11. Understanding a meaning of short functional text and simple essay in the forms of narrative , spoof

and hortatory exposition in the context of daily life to access science

Basic Competence

Indicator

Learning Material

Learning Method

Assessment

Time Allocated

Sources

11.1 Responding to a meaning in short functional text (e.g. Banner, poster, pamphlet, etc) for both formal or informal by using written language variety accurately, fluently and acceptably in the context of daily life.

11.2 Responding to a meaning and rhetorical in essay by using written language variety accurately, fluently and acceptably in the context of daily life to access sciences in forms of narrative, spoof and hortatory exposition text

· Reading meaningful written variety text discussed with the correct spelling and intonation

· Identifying the topic of the text read

· Identifying specific information from banner, poster or pamphlet

· Identifying the meaning of words in exposition text individually

· Identifying the meaning of the sentence in the text

· Identifying the setting in narrative

· Identifying the complication in narrative text

· Identifying the events of the text

· Identifying the case of the text given

· Identifying the arguments given

· Identifying the recommendation given

· Identifying the rhetorical steps in the text

· Identifying the communicative purpose in the text

Banner

Poster

Pamphlet

· Written text of narrative

· Written text of spoof

· Written text of hortatory exposition

· Complex sentences

Meetings :

· Studying the model of banner, poster and pamphlet.

· Reading the models individually.

· Answering the questions based on the topic individually.


· Giving assignment by looking for any kind of banner, poster and pamphlet in groups/ individually.


· Reading the banner,

poster and pamphlet

in the front of the class.

Meetings :

· Answering the questions the topics.

· Reading spoof/narrative/hortatory exposition text individually

· Analyzing various aspect from the text as the content and grammatical structure in groups.

· Practicing using the grammatical structure found in the text.

· Reading aloud the text of spoof/

narrative /hortatory

exposition text

individually

· Answering the questions based the text individually.



· Giving assignment by reading the text related to the topic.

Non Structural self Activity :

· Reading aluod the text related to the topics in front of the class.

Performance

Written test

Quiz

Assignment

Performance

Written test

Assignment

Quiz

4 x 45’

8 45’

Standard of Competence : 12. Writing

Understanding a meaning of short functional text and simple essay in the forms of narrative ,

spoof and hortatory exposition texts in the context of daily life to access science

Basic Competence

Indicator

Learning Material

Learning Activity

Assessment

Time Allocated

Sources

12.1 Expressing a meaning in short functional text (e.g. Banner, poster , pamphlet, etc) formal and informal by using written language variety accurately, fluently and acceptably in the context of daily life.

12.2. Expressing a meaning and rhetorical step in essay by using written language variety accurately, fluently and acceptably in form of narrative, spoof and hortatory l exposition texts.

· Using structure, vocabulary, punctuation, spelling and rules of writing accurately

· Writing the main idea

· Elaborating the main idea

· Making draft, doing revision, editing

· Making banner, poster or pamphlet

· Using past continuous tense in writing spoof

· Using complex sentence in making the story

· Using modal ‘should’ to write recommendation in hortatory exposition

· Making the text of spoof

· Making text of narrative

· Producing text in form of hortatory exposition

Banner

Poster

Pamphlet

Modals

Past Continuous Tense

Text of Narrative

Text of spoof

Text of hortatory exposition

Meetings :

· Studying the model of banner, poster and pamphlet provided.

· Making draft in the forms of banner, poster, pamphlet wth the condition given by doing chain writing

· Peer editing

· Making banner, poster or pamphlet based on their draft.

Structural Instructons:

· Giving assignment by lookng for the model of banner, poster or pamphlet.


· Making banner, poster or pamphlet based their own condition.

Meetings :

· Reading the model of reading text.

· Discussing any aspects related to the text such as rhetorical steps and grammatical feature

· Practicing using past continuous tense to write spoof, complex sentence to write narrative and Modal ‘should’ to write recommendation.

· Making draft of spoof, narrative or hortatory exposition text by using chain writing.

· Making the reading text based on the topic given.


Looking for the models of reading text related to the topics.


· Writing the text related to the topic based their own knowledge.

Assignment

Performance

Assignment

Project

2 x 45’

6 x 45’

Form 4 / IK. 7.3.1/ING

Documents

S I L A B U Ssman1cianjur.sch.id/e107/perangkat/Silabus/SILABUS Bahasa... · Web viewSchool : SMA Negeri 1 Cianjur Class/ Program : XI/ IPA-IPS Subject : English Semester : 1 Standard