SYLLABUS IX GRADE

II.           SYLLABUS

Unit                                : SMP ………

Subject                           : English

Grade                             : IX

Semester                         : Odd

Time Allocation             :   …. x 40 minutes

Competence Standard   : Listening

1.    Understanding the meaning of transactional and interpersonal conversation formally and informally to communicate in daily life and/or academic context. 

Basic Competence	Indicators	Main Materials/ Learning	Learning Activities	Characters Values	Assessment			Time Allotment	Learning Resources
					Technique	Instrument	Sample Item
1.1   Understanding the meaning of interpersonal and transactional conversation in form of simple-formal spoken language consisting of asking and giving certainty, expressing and responding a doubt expression, asking repetition, giving attention, and expressing admiration. 1.2   Understanding the meaning of interpersonal and transactional conversation in form of simple-informal spoken language consisting of asking and giving certainty, expressing and responding a doubt expression, asking repetition, giving attention, and expressing admiration.	·   to write the expressions from oral text in the video and/or CD-ROM ·   to do and respond the expressions of: asking and giving certainty, expressing and responding a doubt expression, asking repetition, giving attention, and expressing admiration. ·   to retell the main information (gist) in a conversation ·   to identify certain information in a conversation ·  to answer simple questions both verbally and non-verbally.	Transactional and Interpersonal Conversation consisting of: ·   asking and giving certainty ·   expressing and responding a doubt expression ·   asking repetition ·   giving attention ·   expressing admiration	Questioning: ·  greet the students ·  Ask the students about their experience related to the expressions ·  ask students to work in pair and give a dialog script ·  Ask students to identify the script and find the purpose of the dialog ·   Identify certain expressions used in the dialog ·  ask and answer using expressions related to the materials ·  respond teachers’ questions related to the topic using appropriate expressions. ·  listen to the conversation  or video using expressions related to the materials ·  Answer the questions based on conversation that have been listened verbally and non-verbally.	·   Courtesy ·   Respect ·   Coopera-tive ·   Respondiblity ·   Thinking critically ·   Confiden- ce ·   Careful ·   Autonomous	Oral test Written	Answering questions Responding True and False Short Answer	What expressions did the speaker use when he/she wants someone repeat their words? Respond teachers’ or others’ questions using the suitable expressions! Based on the recording, write T when the statement is true and F when the statement is false. After listening to the recording, answer these questions below: 1.   What did the recording tell you about? 2.   What is the purpose of the speakers saying “pardon”?	3 x 40’	·  Let’s Talk 2005 page 53, 91, 94, 153 ·  Recording materials (cassette, VCD/ DVD) ·   Video ·   Script

Competence Standard   : Speaking

3.      Expressing the meaning of simple interpersonal and transactional conversation formally and informally to communicate in daily life and/or academic context

Basic Competence	Indicators	Main Materials/Learning	Learning Activities	Characters Values	Assessment			Time Allotment	Learning Resources
					Technique	Instrument	Sample Item
3.1   Expressing the meaning of interpersonal and transactional conversation to communicate in their surrounding and/or academic contexts accurately, fluently, and acceptably in form of simple-formal spoken language consisting of asking and giving certainty, expressing and responding a doubt expression, asking repetition, giving attention, and expressing admiration  3.2   Expressing the meaning of interpersonal and transactional conversation to communicate in their surrounding and/or academic contexts accurately, fluently, and acceptably in form of simple-informal spoken language consisting of asking and giving certainty, expressing and responding a doubt expression, asking repetition, giving attention, and expressing admiration	·    to perform transactional and interpersonal conversation in a role play	Transactional and Interpersonal Conversation consisting of: ·   asking and giving certainty ·   expressing and responding a doubt expression ·   asking repetition ·   giving attention ·   expressing admiration	Bottom-Up + Modelling: ·   Greet the students ·   Ask the students about their experience related to the materials ·   Give students the example of dialog ·   Identify the expressions used in the dialog ·   Show the videos about the materials ·   Discuss about expressions used in the videos ·   Perform a role play based on the situation given.	·   Courtesy ·   Respect ·   Coopera- tive ·   Thinking logically and creatively ·   Careful ·   Confiden- ce	Oral Test	Role Play	Please make a dialogue with your pair based on the situation given and perform in front of the class	3 x 40’	·  Let’s Talk 2005 page 53, 91, 94, 153 ·   Dialog Script ·   Video/Recording Materials

Competence Standard   : Listening

2.    Understanding the meaning of spoken short functional text and monolog in form of procedure, report, and explanation to communicate in daily life and /or academic context.

           

Basic Competence	Indicators	Main Materials/Learning	Learning Activities	Characters Values	Assessment			Time Allotment	Learning Resources
					Technique	Instrument	Sample Item
2.1     Understanding explicit meaning in procedure, report and explanation accurately, sequentially, and acceptably to communicate in daily life and/or academic context. 2.2     Understanding implicit meaning in procedure, report and explanation accurately, sequentially, and acceptably to communicate in daily life and/or academic context.	·   to identify the gist in spoken short functional texts. ·   to respond spoken short functional texts (caution and notice, greeting card, invitation, announcement, advertisement,) using verbal and non-verbal language accurately.	Short Functional: -invitation -announcement -advertisement	Top Down: ·   Greet the Students ·   Ask and answer relates to the topic and  materials ·   Give the example by using authentic texts ·   Discuss about the aim of the texts ·   Ask the students to make a group ·   Listen to the spoken text related to the topic and materials ·   Answer the questions about the spoken texts	·   Respect ·   Thinking logically and critically ·   Autonomous ·   Coopera-tive ·   Careful	Oral Test Written	Short Oral Test Responding Completion Multiple Choice Writing	Listen to the text and answer the questions based on the recording Respond your friend’s invitation about celebrating his/her birthday party Complete the announcement with the words you heard from the recording! Listen carefully to the recording, then answer these questions by choosing the best correct answer Listen carefully on advertisement about job vacancy. Find all requirements needed.	3 x 40’	·  Let’s Talk 2005 page 53, 91, 94, 153 ·  Recording materials (cassette, VCD/ DVD) ·   Video ·   Script

Competence Standard   : Speaking

4.      Expressing the meaning of simple short functional texts and short essay in form of procedure, report, and explanation both formally and informally to communicate in daily life and/or academic context

Basic Competence	Indicators	Main Materials/Learning	Learning Activities	Characters Values	Assessment			Time Allotment	Learning Resources
					Technique	Instrument	Sample Item
4.1   Expressing the meaning of simple spoken language accurately, fluently, and acceptably in form of procedure, report, and explanation texts to communicate formally in daily life and/or academic contexts. 4.2   Expressing the meaning of simple spoken language accurately, fluently, and acceptably in form of procedure, report, and explanation texts to communicate informally in daily life and/or academic contexts.	·    to present spoken short functional text with graphics or video clips.	Short Functional: -invitation -announcement -advertisement	Modelling: ·  Greet the class ·  Ask the students about invitations that they’ve ever got/done ·  Show the video telling about how to invite someone ·  Identify expressions used in inviting someone ·  Ask students to perform a role play based on situation given Modelling: ·  ask students their knowledge about announce- ment ·  show the video of particular announce ment ·  Discuss what the video is about ·  In group, the students make an oral announce- ment to be performed in front of the class. Two Cycles: ·  Ask the students about kinds of advertisement ·  Discuss the characteristics of the advertisement ·  Showing the real advertisement from newspaper/ Magazine/radio/television ·  Retelling the information in the ads ·  Perform an advertisement	·   Respect ·   Courtesy ·   Thinking critically and logically ·   Cooperative ·   Autonomous ·   Creative ·   Responsibility ·   Confidence ·   Brave	Oral Test	Performance	Your birthday is coming soon. You want to invite your friends to come to your birthday party. In pair, make a dialogue about invitation of birthday party. Nowadays, the population of some species of animals decreases. Suppose that you are an animal lover. You don’t want the animals disappear from the earth. You make an announcement about forbidding animal hunting. You suggest to everybody to keep the animals still alive.  Suppose that you are a member of marketing team in a certain company. You have a job to make an interesting advertisement and persuade people to buy your product.	3 x 40’	·  Let’s Talk 2005 page 53, 91, 94, 153 ·   Video ·   Script

Competence Standard   : Reading

5.      Understanding the meaning of simple short functional written text and short essay in form of procedure, report, and explanation to communicate in daily life and/or academic context.

Basic Competence	Indicators	Main Materials/Learning	Learning Activities	Characters Values	Assessment			Time Allotment	Learning Resources
					Technique	Instrument	Sample Item
5.1   Understanding the explicit meaning of simple short functional texts and simple short essay in form of procedure, report, and explanation to communicate in daily life and/or academic contexts correctly and efficiently. 5.2   Understanding the implicit meaning of simple short functional texts and simple short essay in form of procedure, report, and explanation to communicate in daily life and/or academic contexts correctly and efficiently.	·   to identify explicit meaning in the text ·   to identify implicit meaning in the text ·   to identify the information based on the text given ·   to identify the generic structure of the text	Short Functional Texts consisting of: -caution and notice -greeting card -invitation -announcement -advertisement -label -email	CLT (Contextual Language Teaching) ·  Ask and answer question related to the materials ·  give model of short functional texts in the form of: caution and    notice; greeting card; invitation; announce-ment; advertisement; label; email ·  Discuss the linguistic features of short functional texts ·  Find explicit information from the short functional text given ·  Find implicit information from the functional text given	·   Respect ·   Diligent ·   Responsibility ·   Careful ·   Coopera tive ·   Autonomous	Written	Answering Questions Completion True and False Grammar Focus	Answer the following questions based on the text briefly: 1.   What is the text about? 2.   What is the meaning of  word “…”? 3.   What is the purpose of the text? Complete the text with the suitable words given! After reading the text, write T if the statement is True and F if the statement is false! Find all adjectives in the text	3 x 40’	·  Let’s Talk 2005 page 42, 53, 91, 153 Example of  short functional text in the form of: caution and   notice; greeting card; invitation; announce-  ment; advertise-ment; label; email ·  Relevant pictures ·  Dictionary

Competence Standard   : Writing

6.    Expressing the meaning of simple short functional written text and simple short essay in form of procedure, report, and explanation to communicate in daily life and/or academic context.

Basic Competence	Indicators	Main Materials/ Learning	Learning Activities	Characters Values	Assessment			Time Allotment	Learning Resources
					Technique	Instrument	Sample Item
6.1 Expressing the information in short simple functional text accurately, sequentially, and acceptably to communicate in daily life and/or academic context.	·   to write the respond of spoken/written short functional texts	Short Functional Texts consisting of: -caution and notice -greeting card -invitation -announcement -advertisement -label -email Language features related to the short functional texts	Modelling: ·  Ask and answer question related to the materials ·  Give model of short functional texts ·  Discuss the generic structure and language features in short functional text ·  Complete the blank space in the text by using the words given ·  Arrange the jumbled sentences into a good order perfectly ·  Compose short functional text based on the video/recording/situation given.	·   Respect ·   Coopera tive ·   Careful ·   Creative ·   Thinking logically ·   Autonomous	Written	Short Essay	Write a reply email to your friend from America using good grammar.	3 x 40’	·  Let’s Talk 2005 page 42, 53, 91, 153 ·  Example of  short functional texts in the form of: -caution and     notice -greeting card -invitation -announce-   ment -advertisement -label -email ·  Relevant pictures ·  Video/Recording ·  Grammar Book

Competence Standard   : Listening

1.      Understanding the meaning of spoken short functional text and monolog in form of procedure, report, and explanation to communicate in daily life and /or academic context.

Basic Competence	Indicators	Main Materials/Learning	Learning Activities	Characters Values	Assessment			Time Allotment	Learning Resources
					Technique	Instrument	Sample Item
a.        Understanding explicit meaning in procedure, report and explanation accurately, sequentially, and acceptably to communicate in daily life and/or academic context. b.       Understanding implicit meaning in procedure, report and explanation accurately, sequentially, and acceptably to communicate in daily life and/or academic context.	·   to extract main information from spoken texts in A/V documentary  film	Text Type: -procedure -explanation -report -descriptive -recount -narrative -poem -exposition -news item	Top Down: ·   Greet the students ·   Divide students into groups ·   Ask and answer about the materials. ·   Listen to the video/songs and/or spoken short monolog texts in form of procedure, report, explanation, etc ·   Complete the blank space based on the recording. ·   Answer the questions about the information in the texts.	·   Respect ·   Responsibility ·   Autonomous ·   Coopera Tive Thinking logically ·   Creative ·   Careful	Written	Multiple Choice Completion True and False Arranging Paragraph	- Listen carefully to the text, then answer the questions by choosing a,b,c,or d   - Complete the sentences with the words you heard from the recording! Based on the recording, write T when the statement is true and F when the statement is False. Arrange the steps to make a sandwich based on the video.	3 x 40’	·  Let’s Talk 2005 page 53, 91, 94, 153 ·  Recording materials (cassette, VCD/ DVD) ·   Video ·   Script

Competence Standard   : Speaking

3.      Expressing the meaning of simple short functional texts and short essay in form of procedure, report, and explanation both formally and informally to communicate in daily life and/or academic context

Basic Competence	Indicators	Main Materials/Learning	Learning Activities	Characters Values	Assessment			Time Allotment	Learning Resources
					Technique	Instrument	Sample Item
4.1 Expressing the meaning of simple spoken language accurately, fluently, and acceptably in form of procedure, report, and explanation texts to communicate formally in daily life and/or academic contexts. 4.2 Expressing the meaning of simple spoken language accurately, fluently, and acceptably in form of procedure, report, and explanation texts to communicate informally in daily life and/or academic contexts.	·    to present spoken procedure how to do something ·    to present spoken informational report with graphics or video clips of extinct animals. ·    to present spoken explanation how to do something	Text Type: -procedure -explanation -report -descriptive -recount -narrative -poem -exposition -news item	Presentation: ·    Ask students about how to operate tools around them ·    Discuss about the things and steps we need to do something ·    Show video of procedure (how to make something) ·    Discuss the word used in procedure text ·    Divide them into group ·    They have to perform how to make their favorite foods ·    Give students newspaper or show the news video ·     Discuss about what  information from those media ·    Divide the students into groups. ·    Students pretend to be a reporter and report a particular event ·    Show the students videos about narrative text, but not in the full version ·  In the middle of the stories, the videos will be ended ·  The students have to continue the stories by using their own versions in front of the class	·   Respect ·   Thinking logically, innovatively, and critically. ·   Responsibility ·   Cooperative ·   Autonomous ·   Confidence ·   Brave ·   Creative	Oral Test	Performance	Suppose that you are professional chef. You are invited to share your secret recipe in a cooking program in a television channel. Suppose that you are a reporter. You’d like to report a wild life program in a television channel. Present what you’ve got from the text into the class.	3x40’	·  Let’s Talk 2005 page 53, 91, 94, 153 ·   Video ·   Example of Authentic Text

Competence Standard   : Reading

7.    Understanding the meaning of simple short functional written text and short essay in form of procedure, report, and explanation to communicate in daily life and/or academic context.

Basic Competence	Indicators	Main Materials/Learning	Learning Activities	Characters Values	Assessment			Time Allotment	Learning Resources
					Technique	Instrument	Sample Item
5.1   Understanding the explicit meaning of simple short functional texts and simple short essay in form of procedure, report, and explanation to communicate in daily life and/or academic contexts correctly and efficiently. 5.2   Understanding the implicit meaning of simple short functional texts and simple short essay in form of procedure, report, and explanation to communicate in daily life and/or academic contexts correctly and efficiently.	·   to identify explicit meaning in the text ·   to identify implicit meaning in the text ·   to identify the information based on the text given ·   to identify the generic structure of the text	Text type consisting of: -procedure -explanation -report -descriptive -recount -narrative -poem -exposition -news item	CLT (Contextual Language Teaching) ·  Ask and answer question related to the materials ·  Answer questions about how to make/do something ·  Divide students into groups (jigsaw, STAD) ·  give the example of: - procedure -explanation -report -descriptive -recount -narrative -poem -exposition -news item ·  Identify the structure of the text types ·  Find explicit information from the short functional text given ·  Find implicit information from the functional text given ·  Find the difficult words and grammatical structure used in the text.	·   Respect ·   Diligent ·   Responsibility ·   Careful ·   Coopera tive ·   Autonomous ·   Helpful ·   Supportive ·   Thinking logically, creatively, and innovatively	Written	Answering Questions Completion True and False Grammar Focus	Answer the following questions based on the text briefly: What is the text about? What is the meaning of  word “…” What is the purpose of the text? Etc.             Complete the text with the suitable words given! After reading the text, write T if the statement is True and F if the statement is false! Identify simple past tense in the text	3 x 40’	·  Let’s Talk 2005 page 42, 53, 91, 153 ·  Example of  short functional text in the form of: -procedure -explanation -report -descriptive -recount -narrative -poem -exposition -news item ·  Relevant pictures ·  Relevant Video ·  Dictionary

Competence Standard   : Writing

8.    Expressing the meaning of simple short functional written text and simple short essay in form of procedure, report, and explanation to communicate in daily life and/or academic context.

Basic Competence	Indicators	Main Materials/Learning	Learning Activities	Characters Values	Assessment			Time Allotment	Learning Resources
					Technique	Instrument	Sample Item
6.2  Expressing the meaning of short simple essay in form  of descriptive, procedure, recount, report, narrative, poem, explanation, exposition, and news item  accurately, sequentially, and acceptably to communicate in daily life and/or academic context.	·   to write instruction how to operate certain tools in a short essay around 200 words. ·   to write a simple short report consisting of 200 words based on the table about plants. ·   to write a simple short explanation around 200 words about why food becoming harm to eat according to the diagram/ chart. ·  to find procedures, explanation and report text and determine the structures of the texts.	Text type consisting of: -procedure -explanation -report -descriptive -recount -narrative -poem -exposition -news item	Modelling and Scaffolding: ·  Ask and answer questions related to the topic ·  Give the example of texts and/or show the video related to the text types. ·  Ask and answer questions about generic structures and language features of texts. ·   Give text- scaffold to the students ·   Compose text type in a short essay around 200 words.	·   Respect ·   Diligent ·   Responsibility ·   Autonomous	Written	Arranging sentences into good procedure text writing a short essay	Arrange these following sentences into a good procedure text based on the pictures given Compose a short essay around 200 words.		·  Let’s Talk 2005 page 42, 53, 91, 153 ·  Example of  text type in the form of: -procedure -explanation -report -descriptive -recount -narrative -poem -exposition -news item ·   Relevant pictures ·  Videos related to the topic