This document is a syllabus for an English language course for 10th grade students at SMK Prasasti Karang Berahi Jambi. It outlines two main competencies: 1) Understanding basic expressions for social interactions, greetings, introductions, thanks, apologies; and 2) Being able to name objects, people, characteristics, time, days, months, and years. It provides learning materials, activities, and assessments to help students practice speaking, listening, reading and writing in English, including role plays, dialogues, dictations, matching exercises and more. Assessment includes oral tests, written tests, and project-based evaluations.
The document is a syllabus for English lessons for 10th grade students at SMK N 10 Muaro Jambi. It outlines 5 competencies to be achieved over 166 allocated hours using various teaching methods and assessment tools. Competency 1 focuses on understanding and using basic expressions for greetings, introductions, thanks, apologies and descriptions of people, objects, time, dates. Competency 2 covers naming and describing objects with colors, sizes, shapes. Competency 3 involves using cardinal and ordinal numbers accurately. Competency 4 develops producing simple utterances for basic functions like regret, permission and offering. Competency 5 explains events and activities using appropriate tenses and expressions.
1) The document is a syllabus for teaching English at SMK Negeri 10 Muaro Jambi for the second semester of the 2012/2013 school year.
2) It outlines 4 competencies to be covered: describing simple events, understanding simple memos/menus/schedules, understanding foreign words and simple sentences based on formulas, and writing simple invitations.
3) For each competency, it specifies the learning materials, teaching methods, learning experiences, time allocation and resources to be used.
The document is a unit planner for a theme of "Friends and Family" across 6 weeks of instruction. It outlines the oral language, word study, reading, and language arts focus each week. Week 1 focuses on friends at school and includes phonics on short a and i sounds. Week 2 looks at pet friends and phonics of short e, o, u. It provides comprehension strategies, fluency activities, vocabulary and grammar lessons each week aligned to the theme.
Lesson plan 2.1 syllabus of english class x smt 1 & 2Khairul Ikhsan
This document provides the syllabus for an English class at SMA Negeri 1 Baros - Serang for the first semester of grade 10. It outlines 6 standards of competence covering listening, speaking, reading and writing skills. For each standard, it lists the basic competences, instructional materials, activities, indicators and assessment. The topics covered include transactional dialogs, short functional texts, essays in recount, narrative and procedure form.
Lesson plan 2.3 syllabus of english class xii smt 1 & 2Khairul Ikhsan
This syllabus outlines the teaching and learning plan for an English class at SMAN 1 Baros - Serang for the first semester. It includes 3 competencies - listening, speaking, and writing - that will be developed through various activities over 10 class periods of 45 minutes each.
For the listening competency, students will listen to dialogs involving expressions like advice, complaints, possibilities and more. They will practice identifying meanings and responding appropriately. The speaking competency focuses on role plays to work on expressing different expressions accurately. Writing assignments will help students comprehend and respond to meanings in various text types.
1. The document outlines the competencies, materials, and assessment methods for an English course at a vocational high school.
2. The competencies include explaining simple events, understanding memos, schedules, and traffic signs, comprehending basic foreign words and conditional sentences, and writing simple invitations.
3. Assessment includes individual and group tasks, speeches, filling out dialogs, choosing answers, and creating memos, schedules, and invitations to measure students' knowledge, skills, and attitudes.
Lesson plan 2.2 syllabus of english class xi smt 1 & 2Khairul Ikhsan
This document is a syllabus for an English class at SMAN 1 Baros - Serang high school for 11th grade students in the first semester. It outlines 3 standards of competence in listening, speaking, and reading comprehension. For each standard, it lists the instructional materials and activities that will be used, as well as the indicators that will be assessed and the time allotment. Students will develop their listening skills through cassette tapes, discussions, and assignments. Speaking activities include role plays, discussions, and performances. Reading comprehension will be developed through short stories, news articles, and assignments. Students will be assessed through written tests, quizzes, assignments and performance evaluations.
This document provides a unit planner for a theme on friends and family. It includes two weeks of lessons focusing on oral language, word study, reading, language arts, and leveled readers. The lessons cover topics like phonemic awareness, phonics, spelling, vocabulary, comprehension strategies, fluency building, grammar, and writing. The unit aims to help students think about what makes a good friend and uses stories and activities to explore themes of friends at school and pet friends.
The document is a syllabus for English lessons for 10th grade students at SMK N 10 Muaro Jambi. It outlines 5 competencies to be achieved over 166 allocated hours using various teaching methods and assessment tools. Competency 1 focuses on understanding and using basic expressions for greetings, introductions, thanks, apologies and descriptions of people, objects, time, dates. Competency 2 covers naming and describing objects with colors, sizes, shapes. Competency 3 involves using cardinal and ordinal numbers accurately. Competency 4 develops producing simple utterances for basic functions like regret, permission and offering. Competency 5 explains events and activities using appropriate tenses and expressions.
1) The document is a syllabus for teaching English at SMK Negeri 10 Muaro Jambi for the second semester of the 2012/2013 school year.
2) It outlines 4 competencies to be covered: describing simple events, understanding simple memos/menus/schedules, understanding foreign words and simple sentences based on formulas, and writing simple invitations.
3) For each competency, it specifies the learning materials, teaching methods, learning experiences, time allocation and resources to be used.
The document is a unit planner for a theme of "Friends and Family" across 6 weeks of instruction. It outlines the oral language, word study, reading, and language arts focus each week. Week 1 focuses on friends at school and includes phonics on short a and i sounds. Week 2 looks at pet friends and phonics of short e, o, u. It provides comprehension strategies, fluency activities, vocabulary and grammar lessons each week aligned to the theme.
Lesson plan 2.1 syllabus of english class x smt 1 & 2Khairul Ikhsan
This document provides the syllabus for an English class at SMA Negeri 1 Baros - Serang for the first semester of grade 10. It outlines 6 standards of competence covering listening, speaking, reading and writing skills. For each standard, it lists the basic competences, instructional materials, activities, indicators and assessment. The topics covered include transactional dialogs, short functional texts, essays in recount, narrative and procedure form.
Lesson plan 2.3 syllabus of english class xii smt 1 & 2Khairul Ikhsan
This syllabus outlines the teaching and learning plan for an English class at SMAN 1 Baros - Serang for the first semester. It includes 3 competencies - listening, speaking, and writing - that will be developed through various activities over 10 class periods of 45 minutes each.
For the listening competency, students will listen to dialogs involving expressions like advice, complaints, possibilities and more. They will practice identifying meanings and responding appropriately. The speaking competency focuses on role plays to work on expressing different expressions accurately. Writing assignments will help students comprehend and respond to meanings in various text types.
1. The document outlines the competencies, materials, and assessment methods for an English course at a vocational high school.
2. The competencies include explaining simple events, understanding memos, schedules, and traffic signs, comprehending basic foreign words and conditional sentences, and writing simple invitations.
3. Assessment includes individual and group tasks, speeches, filling out dialogs, choosing answers, and creating memos, schedules, and invitations to measure students' knowledge, skills, and attitudes.
Lesson plan 2.2 syllabus of english class xi smt 1 & 2Khairul Ikhsan
This document is a syllabus for an English class at SMAN 1 Baros - Serang high school for 11th grade students in the first semester. It outlines 3 standards of competence in listening, speaking, and reading comprehension. For each standard, it lists the instructional materials and activities that will be used, as well as the indicators that will be assessed and the time allotment. Students will develop their listening skills through cassette tapes, discussions, and assignments. Speaking activities include role plays, discussions, and performances. Reading comprehension will be developed through short stories, news articles, and assignments. Students will be assessed through written tests, quizzes, assignments and performance evaluations.
This document provides a unit planner for a theme on friends and family. It includes two weeks of lessons focusing on oral language, word study, reading, language arts, and leveled readers. The lessons cover topics like phonemic awareness, phonics, spelling, vocabulary, comprehension strategies, fluency building, grammar, and writing. The unit aims to help students think about what makes a good friend and uses stories and activities to explore themes of friends at school and pet friends.
This document outlines the semester 1 listening syllabus for Year 10 students. It includes 3 key competencies: understanding meaning in conversations, recounting events, and following procedures. Students will practice filling in blanks, answering questions about recorded texts, and recounting personal experiences. Evaluation involves completing blanks and answering questions based on recordings. Lessons are 4x60 minutes per week and materials include internet resources, books, and pictures.
This document contains a semester plan for an English course with four units over two semesters. Each unit outlines the number of class hours, objectives, contents to be covered, and expected learning outcomes. The first semester includes units on cultural elements and self-care, while the second semester focuses on different lives, people and places. Each unit aims to develop students' English language skills through vocabulary acquisition, comprehension activities, and written and oral exercises related to the unit topics.
This weekly plan outlines the English lessons for 6th grade students from March 5-9, 2012. [1] The lessons focus on practicing the alphabet, classroom language expressions, and greetings/farewells. [2] Activities include singing the alphabet chant, a bingo game to identify letters, role-playing greetings, and classifying formal and informal expressions. [3] Assessment strategies are formative, such as identifying letters and spelling words, as well as summative like an oral and written alphabet test on Friday.
The document is a unit planner for a theme of "Let's Learn" for elementary school students. It outlines the weekly themes, activities, and lessons over 6 weeks. The lessons cover oral language, word study, reading, language arts, and writing. They focus on comprehension strategies, fluency, vocabulary, phonics, spelling, grammar, and incorporating theme-related books and articles. The unit is designed to help students learn why learning is important and build key foundational skills.
This document contains a unit planner for a reading curriculum. It outlines the weekly themes, skills, and lessons for a 6-week unit. The main skills covered are phonemic awareness, spelling, vocabulary, comprehension strategies, and grammar. It also includes assessments to measure student progress.
This document outlines a semester plan for an English class with the following details:
The plan includes 4 units taught over 20 class hours each. The objectives are to develop students' English linguistic skills, vocabulary acquisition, and cultural awareness. Some learning objectives mentioned are identifying information in texts, writing short messages, and understanding high frequency words.
The units cover topics like greetings and feelings, Chilean culture, sports, and the environment. Grammar points to be taught include verb tenses like present simple, past simple, and future. Vocabulary will include common words and those related to unit topics.
The teacher aims to foster attitudes of cultural appreciation, respect, and open-mindedness among students.
Drawing from everyday examples, creative worksheets are prepared to enable students to better understand various figures of speech like puns, onomatopoeia, similes and metaphors. Introducing concepts through activities like comic strips, watching videos, newspaper articles and interactive sessions with authors helps sensitize students to interdisciplinary learning and enhance their listening, speaking, comprehension and writing skills. Creative writing exercises allow students to imagine scenarios and bring favorite stories to class to learn different styles of linguistic expression.
The document describes Mike Gershon's work "The Differentiation Deviser" which contains 80 ways to differentiate instruction across subjects and grade levels. It suggests having students work in pairs to choose a differentiation strategy, develop how it could be applied in the classroom, and refine it before submitting it. The strategies aim to make lessons accessible to all students.
"Ear, Eye, Undivided Attention": Listening and Responding in a DiscussionETAI 2010
Liz Shapiro
Participants will listen and respond in a short meaningful discussion, acknowledging contributions and offering different points of view. The difficulties of pronunciation and expressing differing points of view for students of diverse linguistic and cultural backgrounds will be addressed through Brain Gym, voice exercises and some simple drawing.
Designing and Implementing Synchronous Language TasksEdu Nile
This document outlines guidelines for designing and implementing synchronous language tasks. It begins with definitions of tasks and discusses the differences between synchronous and asynchronous tasks. Key aspects of synchronous task design are then covered, including the benefits of negotiation of meaning, different types of negotiation and communication, and guidelines for effective task design. Various types of tasks are also listed, as well as important issues to consider such as technology issues, learner abilities, and the need for practice. The document concludes by suggesting some example tasks for brainstorming.
teachforjune's Beginning TPRS® Workshop 2012.
We cover an introduction to TPRS®, the 3 steps of TPRS®, how to create a TPRS® lesson plan, what a typical week in a TPRS® classroom looks like, grading & assessment, and curriculum planning.
This document outlines a lesson plan to teach students about the functions of the skeleton. The learning objective is for students to understand the functions of the skeleton so they can apply that knowledge to their personal sporting performances. The lesson plan includes introducing the topic, agreeing on learning outcomes, presenting new information through a video, active learning exercises like jigsawing, and a review question applying the content to a recent sporting event. The rationale is to use research-backed pedagogical techniques to improve student achievement by 1+ years.
The document provides an overview of revisions made to the AP Spanish Language and Culture course. Key changes include a greater focus on integrating language, content, and culture; emphasizing practical language usage and communication; and assessing students' performance through the three modes of communication: interpersonal, interpretive, and presentational. The course also takes a thematic approach and places greater emphasis on cultural products, practices, and perspectives.
Narrative text overview
Narrative
What is Narrative ?
Purpose
The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narratives can also be written to teach or inform, to change attitudes / social opinions eg soap operas and television dramas that are used to raise topical issues.
Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved. And To amuse/entertain the readers and to tell a story
Narrative text may be either fiction or non-fiction. Examples of fiction include realistic fiction, science fiction, mysteries, folk tales, fairy tales, and myths. Non-fiction is fact-based text such as reports, factual stories, and biographies. Certain types of questions are likely to be asked about narrative text.
Narrative text has five common components. Most test questions refer to one of these five story elements:
1. Setting – where or when the story takes place
2. Characters – people or animals in the story
3. Plot – sequence of events
4. Theme – central idea of the story
5. Vocabulary – words used to enrich understanding of the story
The document provides information about an activity that teaches students about advertising through role playing scenarios about teenagers buying cigarettes. Students are split into groups and assigned a dramatic style - such as comedy, documentary, or soap opera. They must then create and perform a short scene showing teenagers deciding which brand of cigarettes to purchase for the first time. The activity aims to help students understand different forms of communication, improve improvisation skills, and critically think about the impact of cigarette advertising.
STANDARD OF COMPETENCY :
Communicating in oral and written texts, using proper language fluently
and accurately in the interactional discourse and/ or monologue,
especially in the passages of Spoof
BASIC COMPETENCY :
Expressing the nuance of meaning, using the correct rhetorical steps
in the written texts of Spoof, and using simple written languages.
Achievement Indicator :
Students are able to communicate using proper language fluently
and accurately in the interactional discourse and/ or monologue especially to
expressions to someone fulfilling requests, to expressions of relief, pain, and
pleasure
Students are able to communicate using proper language fluently
and accurately in the interactional discourse and/ or monologue especially to
expressions to someone fulfilling requests, to expressions of relief, pain, and
pleasure
Students are able to express the nuance of meaning, using the correct rhetorical
steps in the written texts of Analytical Exposition and using simple written
languages.
This document provides teaching materials for an English lesson on spoof texts for 11th grade students. It includes:
1) An introduction to the learning objectives and key concepts around spoof texts, including their social function and generic structure.
2) Two examples of spoof texts with analysis of their orientation, events, and twist endings.
3) Details of speaking, reading, listening and writing activities for students to practice comprehending and creating spoof texts.
4) Standards and objectives for the lesson aligned with the national curriculum.
The document is designed to equip students with the skills to understand and write spoof stories in English.
Peraturan ini mengatur pedoman teknis izin mendirikan bangunan gedung yang meliputi tata cara, persyaratan, retribusi, dan pembinaan. Tujuannya adalah agar pembangunan gedung memenuhi persyaratan administratif dan teknis sesuai fungsinya serta menjamin keandalan dan kepastian hukum. Pemerintah pusat dan daerah berperan dalam pembinaan penyelenggaraan bangunan gedung.
Einstein was awarded the Nobel Prize in physics for his work on the photoelectric effect. The novels of Willa Catha present an unadorned picture of life on the prairies of the Midwestern United States during the 19th century. Unlike the other islands of Hawaii, the climate of Kona contains 54 different temperate zones. Mammals, with few exceptions, are warm-blooded, have live births, and are suckled with milk from their mother’s body.
This document discusses using podcasts to support an undergraduate English language module at Kingston University. Six podcasts were created covering study skills, portfolio development, and presentation skills. Student feedback was collected through focus groups, interviews, and a questionnaire. The podcasts aimed to improve learning and skills through flexible access, conveying tacit knowledge from peers, and an informal learning experience. The research evaluated how well the podcasts achieved these goals and developed a model for integrating podcasts in blended learning contexts based on these features.
This document describes the implementation of a Learning Design system called the Learning Activity Management System (LAMS). LAMS allows teachers to design sequences of collaborative learning activities for students and manage their implementation. It provides tools for administering user accounts, delivering activity sequences to students, and monitoring student progress. The document outlines an example learning activity sequence on the topic of "What is Greatness?" consisting of 4 weeks of activities including discussion forums, reviewing content, online chatting in small groups, and individual reporting. LAMS is designed to operationalize the concept of Learning Design and help teachers recreate and adapt learning activity sequences.
The document is a syllabus for an English class at SMK Prasasti Karang Berahi Jambi. It outlines 5 competencies to be covered over 166 hours, including understanding basic expressions for greetings, introductions, and descriptions. Students will learn vocabulary to describe people, objects, time, and events. They will be able to have simple conversations to greet, introduce, apologize, express feelings, make requests and offers. Activities include listening, speaking, reading, and writing practices to reinforce the material through exercises like dialogues, descriptions, and short passages. Assessment includes oral tests, written tests, and project-based evaluations.
This document outlines the semester 1 listening syllabus for Year 10 students. It includes 3 key competencies: understanding meaning in conversations, recounting events, and following procedures. Students will practice filling in blanks, answering questions about recorded texts, and recounting personal experiences. Evaluation involves completing blanks and answering questions based on recordings. Lessons are 4x60 minutes per week and materials include internet resources, books, and pictures.
This document contains a semester plan for an English course with four units over two semesters. Each unit outlines the number of class hours, objectives, contents to be covered, and expected learning outcomes. The first semester includes units on cultural elements and self-care, while the second semester focuses on different lives, people and places. Each unit aims to develop students' English language skills through vocabulary acquisition, comprehension activities, and written and oral exercises related to the unit topics.
This weekly plan outlines the English lessons for 6th grade students from March 5-9, 2012. [1] The lessons focus on practicing the alphabet, classroom language expressions, and greetings/farewells. [2] Activities include singing the alphabet chant, a bingo game to identify letters, role-playing greetings, and classifying formal and informal expressions. [3] Assessment strategies are formative, such as identifying letters and spelling words, as well as summative like an oral and written alphabet test on Friday.
The document is a unit planner for a theme of "Let's Learn" for elementary school students. It outlines the weekly themes, activities, and lessons over 6 weeks. The lessons cover oral language, word study, reading, language arts, and writing. They focus on comprehension strategies, fluency, vocabulary, phonics, spelling, grammar, and incorporating theme-related books and articles. The unit is designed to help students learn why learning is important and build key foundational skills.
This document contains a unit planner for a reading curriculum. It outlines the weekly themes, skills, and lessons for a 6-week unit. The main skills covered are phonemic awareness, spelling, vocabulary, comprehension strategies, and grammar. It also includes assessments to measure student progress.
This document outlines a semester plan for an English class with the following details:
The plan includes 4 units taught over 20 class hours each. The objectives are to develop students' English linguistic skills, vocabulary acquisition, and cultural awareness. Some learning objectives mentioned are identifying information in texts, writing short messages, and understanding high frequency words.
The units cover topics like greetings and feelings, Chilean culture, sports, and the environment. Grammar points to be taught include verb tenses like present simple, past simple, and future. Vocabulary will include common words and those related to unit topics.
The teacher aims to foster attitudes of cultural appreciation, respect, and open-mindedness among students.
Drawing from everyday examples, creative worksheets are prepared to enable students to better understand various figures of speech like puns, onomatopoeia, similes and metaphors. Introducing concepts through activities like comic strips, watching videos, newspaper articles and interactive sessions with authors helps sensitize students to interdisciplinary learning and enhance their listening, speaking, comprehension and writing skills. Creative writing exercises allow students to imagine scenarios and bring favorite stories to class to learn different styles of linguistic expression.
The document describes Mike Gershon's work "The Differentiation Deviser" which contains 80 ways to differentiate instruction across subjects and grade levels. It suggests having students work in pairs to choose a differentiation strategy, develop how it could be applied in the classroom, and refine it before submitting it. The strategies aim to make lessons accessible to all students.
"Ear, Eye, Undivided Attention": Listening and Responding in a DiscussionETAI 2010
Liz Shapiro
Participants will listen and respond in a short meaningful discussion, acknowledging contributions and offering different points of view. The difficulties of pronunciation and expressing differing points of view for students of diverse linguistic and cultural backgrounds will be addressed through Brain Gym, voice exercises and some simple drawing.
Designing and Implementing Synchronous Language TasksEdu Nile
This document outlines guidelines for designing and implementing synchronous language tasks. It begins with definitions of tasks and discusses the differences between synchronous and asynchronous tasks. Key aspects of synchronous task design are then covered, including the benefits of negotiation of meaning, different types of negotiation and communication, and guidelines for effective task design. Various types of tasks are also listed, as well as important issues to consider such as technology issues, learner abilities, and the need for practice. The document concludes by suggesting some example tasks for brainstorming.
teachforjune's Beginning TPRS® Workshop 2012.
We cover an introduction to TPRS®, the 3 steps of TPRS®, how to create a TPRS® lesson plan, what a typical week in a TPRS® classroom looks like, grading & assessment, and curriculum planning.
This document outlines a lesson plan to teach students about the functions of the skeleton. The learning objective is for students to understand the functions of the skeleton so they can apply that knowledge to their personal sporting performances. The lesson plan includes introducing the topic, agreeing on learning outcomes, presenting new information through a video, active learning exercises like jigsawing, and a review question applying the content to a recent sporting event. The rationale is to use research-backed pedagogical techniques to improve student achievement by 1+ years.
The document provides an overview of revisions made to the AP Spanish Language and Culture course. Key changes include a greater focus on integrating language, content, and culture; emphasizing practical language usage and communication; and assessing students' performance through the three modes of communication: interpersonal, interpretive, and presentational. The course also takes a thematic approach and places greater emphasis on cultural products, practices, and perspectives.
Narrative text overview
Narrative
What is Narrative ?
Purpose
The basic purpose of narrative is to entertain, to gain and hold a readers' interest. However narratives can also be written to teach or inform, to change attitudes / social opinions eg soap operas and television dramas that are used to raise topical issues.
Narratives sequence people/characters in time and place but differ from recounts in that through the sequencing, the stories set up one or more problems, which must eventually find a way to be resolved. And To amuse/entertain the readers and to tell a story
Narrative text may be either fiction or non-fiction. Examples of fiction include realistic fiction, science fiction, mysteries, folk tales, fairy tales, and myths. Non-fiction is fact-based text such as reports, factual stories, and biographies. Certain types of questions are likely to be asked about narrative text.
Narrative text has five common components. Most test questions refer to one of these five story elements:
1. Setting – where or when the story takes place
2. Characters – people or animals in the story
3. Plot – sequence of events
4. Theme – central idea of the story
5. Vocabulary – words used to enrich understanding of the story
The document provides information about an activity that teaches students about advertising through role playing scenarios about teenagers buying cigarettes. Students are split into groups and assigned a dramatic style - such as comedy, documentary, or soap opera. They must then create and perform a short scene showing teenagers deciding which brand of cigarettes to purchase for the first time. The activity aims to help students understand different forms of communication, improve improvisation skills, and critically think about the impact of cigarette advertising.
STANDARD OF COMPETENCY :
Communicating in oral and written texts, using proper language fluently
and accurately in the interactional discourse and/ or monologue,
especially in the passages of Spoof
BASIC COMPETENCY :
Expressing the nuance of meaning, using the correct rhetorical steps
in the written texts of Spoof, and using simple written languages.
Achievement Indicator :
Students are able to communicate using proper language fluently
and accurately in the interactional discourse and/ or monologue especially to
expressions to someone fulfilling requests, to expressions of relief, pain, and
pleasure
Students are able to communicate using proper language fluently
and accurately in the interactional discourse and/ or monologue especially to
expressions to someone fulfilling requests, to expressions of relief, pain, and
pleasure
Students are able to express the nuance of meaning, using the correct rhetorical
steps in the written texts of Analytical Exposition and using simple written
languages.
This document provides teaching materials for an English lesson on spoof texts for 11th grade students. It includes:
1) An introduction to the learning objectives and key concepts around spoof texts, including their social function and generic structure.
2) Two examples of spoof texts with analysis of their orientation, events, and twist endings.
3) Details of speaking, reading, listening and writing activities for students to practice comprehending and creating spoof texts.
4) Standards and objectives for the lesson aligned with the national curriculum.
The document is designed to equip students with the skills to understand and write spoof stories in English.
Peraturan ini mengatur pedoman teknis izin mendirikan bangunan gedung yang meliputi tata cara, persyaratan, retribusi, dan pembinaan. Tujuannya adalah agar pembangunan gedung memenuhi persyaratan administratif dan teknis sesuai fungsinya serta menjamin keandalan dan kepastian hukum. Pemerintah pusat dan daerah berperan dalam pembinaan penyelenggaraan bangunan gedung.
Einstein was awarded the Nobel Prize in physics for his work on the photoelectric effect. The novels of Willa Catha present an unadorned picture of life on the prairies of the Midwestern United States during the 19th century. Unlike the other islands of Hawaii, the climate of Kona contains 54 different temperate zones. Mammals, with few exceptions, are warm-blooded, have live births, and are suckled with milk from their mother’s body.
This document discusses using podcasts to support an undergraduate English language module at Kingston University. Six podcasts were created covering study skills, portfolio development, and presentation skills. Student feedback was collected through focus groups, interviews, and a questionnaire. The podcasts aimed to improve learning and skills through flexible access, conveying tacit knowledge from peers, and an informal learning experience. The research evaluated how well the podcasts achieved these goals and developed a model for integrating podcasts in blended learning contexts based on these features.
This document describes the implementation of a Learning Design system called the Learning Activity Management System (LAMS). LAMS allows teachers to design sequences of collaborative learning activities for students and manage their implementation. It provides tools for administering user accounts, delivering activity sequences to students, and monitoring student progress. The document outlines an example learning activity sequence on the topic of "What is Greatness?" consisting of 4 weeks of activities including discussion forums, reviewing content, online chatting in small groups, and individual reporting. LAMS is designed to operationalize the concept of Learning Design and help teachers recreate and adapt learning activity sequences.
The document is a syllabus for an English class at SMK Prasasti Karang Berahi Jambi. It outlines 5 competencies to be covered over 166 hours, including understanding basic expressions for greetings, introductions, and descriptions. Students will learn vocabulary to describe people, objects, time, and events. They will be able to have simple conversations to greet, introduce, apologize, express feelings, make requests and offers. Activities include listening, speaking, reading, and writing practices to reinforce the material through exercises like dialogues, descriptions, and short passages. Assessment includes oral tests, written tests, and project-based evaluations.
This document summarizes a trading agreement between Formula Investment House Ltd. and a client for setting up a self-managed account to conduct transactions based on foreign exchange rates and other financial assets. Key points:
- FIH will provide investment services to the client under the non-negotiable terms of this agreement, which FIH can amend at its discretion.
- The client accepts the terms by opening an account and funding it.
- The account can be used to conduct transactions in foreign currencies, contracts for differences, commodities, indexes and other assets offered by FIH.
- The client can appoint an agent to operate the account on their behalf but remains responsible for the agent's actions.
The document discusses learning and teaching in a synchronous collaborative environment. It proposes combining an innovative methodology for "same-time, same-place" interactive learning with group support systems technology, which is designed to provide computer-mediated collaboration in addition to communication. This allows students to overcome barriers to effective collaborative learning like shyness, while still experiencing face-to-face interaction. Group support systems enable parallel and anonymous work, with an equal opportunity for all students to contribute ideas simultaneously. Research suggests this approach can improve critical thinking, problem solving, communication skills, and participation compared to traditional classrooms.
The document summarizes the STAAR Grade 8 Reading Assessment administered by the Texas Education Agency. It tests students on reading comprehension across genres including literary and informational texts. It assesses reading skills and comprehension of themes, vocabulary, and analysis of information from different types of texts like fiction, nonfiction, poetry, drama, expository, persuasive, and procedural. Reporting categories evaluate understanding of genres, literary texts, and informational texts.
This document provides information about the 2011 STAAR English I assessment for Texas students. It outlines the genres, reporting categories, and Texas Essential Knowledge and Skills standards that will be assessed. The assessment will evaluate students' understanding of literary texts, informational texts, and media literacy. It will contain questions assessing reading skills, analysis of themes and genres, comprehension of various text types including fiction, poetry, drama, and expository writing.
O documento lista o nome de 38 lojas e estabelecimentos comerciais de uma cidade, incluindo livrarias, cafés, talhos, lojas de roupa, ourivesarias, farmácias e restaurantes.
The document summarizes the 2011 STAAR Grade 3 Reading Assessment given by the Texas Education Agency. It tests students on genres like fiction, literary nonfiction, poetry, expository texts, and procedural texts. It assesses three reporting categories: understanding across genres, understanding and analysis of literary texts, and understanding and analysis of informational texts. Students are expected to understand vocabulary, ask questions about texts, summarize plots, identify themes, describe poetry elements, and analyze expository texts, among other skills. They will be evaluated on standards marked as readiness or supporting.
1. The document outlines a syllabus for a 10th grade English course covering four competencies: describing simple ongoing events, understanding simple memos, menus, public transportation schedules and traffic signs, understanding foreign words and simple sentences using formulas, and writing simple invitations.
2. Strategies for teaching include lectures, question and answer sessions, discussions, assignments, listening to descriptions and completing tasks, speaking practices such as pronunciation and dialogues, and writing such as paragraphs and completing schedules.
3. Relevant learning materials include an English textbook for 10th grade, worksheets, and other books relating to the topics.
Plica pplonica and its homeopahty treatment in Chembur, Mumbai, India </ti...Shewta shetty
"Plica polonica- this is a rare disease an uncommon condition which groups of hair-shafts become irreversibly entangled, forms a matted and sometimes sticky moist mass. Mindheal homeopathy can help in dealing with some of the symptoms."/>
This document is a unit planner for a theme of "Friends and Family" in a language arts curriculum. It outlines the topics, skills, and lessons to be covered over 6 weeks, including oral language, phonics, spelling, vocabulary, reading, writing, and language arts components. The big question posed is "What are the qualities of a good friend?". Each week focuses on a different sub-theme and builds on skills like phonemic awareness, comprehension strategies, fluency, and grammar. Practice readers, assessments, and extensions are also included.
The document summarizes an educator improvement meeting discussing four second basic classes and their diagnostic test results. It provides details on the diagnostic test administered in April, evaluating students on separate skills and integrated production/comprehension domains. Test results for each class are presented. The document also outlines curricular advantages and proposals for the four classes, including using cooperative learning strategies, projects involving family/environment, school trips, and the use of body language by preschool teachers.
The document summarizes an educator improvement meeting discussing four second basic classes and their diagnostic test results. It describes that the second basic students were diagnosed in April based on a pre-test from Spotlight 1 in separate skills and integrated production/comprehension domains. The document then outlines curricular advantages and proposals for each class, including using cooperative learning strategies, projects involving family/environment, school trips, and requesting pre-school teachers use body language instead of Spanish.
This document provides a unit planner for a theme on friends and family. It includes two weeks of lessons focusing on oral language, word study, reading, language arts, and leveled readers. The lessons cover topics like phonemic awareness, phonics, spelling, vocabulary, comprehension strategies, fluency building, grammar, and writing. The unit aims to help students think about what makes a good friend and uses stories and activities to explore themes of friends at school and pet friends.
Learning styles refer to the ways individuals prefer to take in and process information. The document discusses visual, auditory, reading/writing, and kinesthetic learning styles. It also covers learning style strategies like repeating words, guessing meanings, using the language actively, recording speaking, and face-to-face interaction. The document concludes that using different learning styles engages students' motivation and improves teaching effectiveness. A questionnaire is also included to help determine individual learning styles.
This weekly plan outlines the lessons for an English class over 5 days. The lessons focus on greetings and farewells, weather vocabulary, months and holidays. On day 1, students will practice greetings, farewells and self-introductions, and discuss weather using pictures. Day 2 focuses on weather vocabulary through videos and matching activities. On day 3, students will learn vocabulary related to months and seasons by creating a poster about their favorite month. Days 4-5 involve discussing holidays like St. Patrick's Day and creating a related craft. Assessment includes role-plays, spelling tests, and poster presentations.
The lesson plan outlines a 45-minute English class for 5th grade students focusing on teaching frequency adverbs, time adverbs, and their use in sentences. Students will first discuss examples of when and how often they do activities, then the teacher will present the target language on the board and have students practice with a worksheet and language book exercise before writing a paragraph on their daily routine. Potential problems addressed include discipline issues that will be handled by reminding students of classroom rules.
The document outlines the curriculum development cycle and curriculum organization for English language teaching in Malaysia. It discusses the progression of English language curricula from 1983 to the present Kurikulum Standard Sekolah Rendah in 2011. The curriculum aims to equip students with basic language skills and is organized into modules focusing on listening, speaking, reading, writing, and language arts. Sample content and learning standards are provided for Year 2 covering these areas.
The document discusses strategies and activities for improving English language learners' speaking skills, including using communicative language teaching approaches, interactive textbook activities, and techniques like role plays, games, and total physical response exercises that engage students in using the target vocabulary and structures. It also provides examples of how to adapt activities to Pearson textbooks on topics like occupations, the body, and daily routines.
This document provides a unit planner for a theme of "Friends and Family" in English language arts. It includes two weeks of lessons focusing on oral language, reading, writing, and language arts skills around the theme. The lessons cover comprehension strategies, phonics, spelling, vocabulary, and fluency development. Leveled readers and assessments are also included to support student learning.
Learning styles refer to the ways individuals prefer to take in and process information. There are various learning style models that identify styles like visual, auditory, reading/writing, and kinesthetic. A learning styles questionnaire can help determine an individual's preferred styles. Understanding learning styles allows teachers to incorporate different strategies like diagrams, group work, videos, and hands-on activities to engage students with different preferences and make the learning process more effective.
Learning styles refer to the ways individuals prefer to take in and process information. There are various learning style models that identify styles like visual, auditory, reading/writing, and kinesthetic. A learning styles questionnaire can help determine an individual's preferred styles. Understanding learning styles allows teachers to incorporate different strategies like diagrams, group work, videos, and hands-on activities to engage students with different preferences and make the learning process more effective.
The document provides guidance for teachers on developing students' oral language skills through carefully planned classroom interactions where English is the sole language used, and the teacher acts as a language model, guide, helper and ally by creating a comfortable environment and adjusting their language based on students' needs and abilities. It emphasizes acquiring functional language through natural language use, language routines, building up and breaking down vocabulary, and providing multiple opportunities for practice.
This webinar discusses developing students' English conversation skills. It begins by looking at common reasons students are reluctant to speak, like fear of mistakes. The webinar then examines characteristics of effective conversations, such as turn-taking and using intonation to convey meaning. Finally, it introduces a 3-step model for teaching conversations: 1) Awareness activities expose students to native speaker conversations. 2) Bridge activities like role-plays apply conversation skills. 3) Communication activities encourage students to have open conversations. The webinar aims to help participants understand conversations better and develop action plans for their classrooms.
Here are some key points about setting clear, appropriate goals and providing clear, appropriate feedback:
- Goals should be specific, measurable, attainable, relevant and time-bound (SMART). For example, "By the end of the unit, students will be able to identify and describe the key events of the American Revolution in chronological order."
- Feedback should focus on effort, not ability. It should provide guidance for improvement, not just grades or scores. For example, "You showed great attention to detail in describing the events. Next time try including more dates to help put them in context."
- Goals and feedback should be clearly communicated and understood by students. Check for understanding and allow students to ask questions
Krashen's theory includes five axioms about second language acquisition: 1) Students acquire new vocabulary comprehensively, 2) Students produce basic comprehension, 3) Students begin with phrases and statements, 4) Students use more complex statements, and 5) Students develop specialized vocabulary and grammar. The theory also includes processes like the strategic process of analyzing ideas, the affective-humanistic process, and supporting processes like dialogues and charts. Some example activities are designed to build motivation through value, self-efficacy, and attributions by having students listen to experiences, work with grammar, and organize language tasks.
(1) The class will focus on vocabulary and structures related to classroom rules and imperatives. (2) Students will play a warm up game and work on key vocabulary words. (3) The main activity will be creating posters with classroom rules using imperatives, which students will present to the class.
The document discusses developmental patterns in second language acquisition, noting that learners progress through similar stages as first language learners, reaching developmental milestones through continual exposure and practice over time rather than through formal teaching. It also outlines 5 stages of second language acquisition, from a pre-production silent period to an advanced fluency stage, describing typical student characteristics, goals, and intervention strategies at each level.
1. The document provides guidance on teaching English language learners effectively through comprehensible input, appropriate speech, scaffolding, questioning techniques, interaction structures, and assessment.
2. It recommends using projects, discussions, and reports to make abstract concepts concrete, providing opportunities for students to practice English skills through oral and written reports, and integrating reading, writing, listening and speaking.
3. Scaffolding techniques include paraphrasing, think-alouds, contextual definitions, procedural scaffolding through modeling and practicing, and allowing clarification in the first language.
Communication skillsLSRW(Listening ,Speaking, Reading and Writing) Sakthivel R
The document discusses communication skills and the four main skills involved - listening, speaking, reading, and writing. It explores each skill in detail, describing how they are developed and their importance for effective communication. Some key points covered include the different processes involved in listening and reading, the active nature of speaking, and how writing can help organize one's thoughts. Overall, the document emphasizes that developing strong language and communication skills through practice can improve one's ability to express ideas and foster better understanding.
The document discusses the potential profit opportunities available from trading exchange-traded funds (ETFs). It states that select groups of traders have quietly earned ETF profits for over a decade and the author will provide a blueprint to help readers do the same. The blueprint will educate readers on specialized ETF strategies, how to double profits with less effort using certain ETFs, and how to generate profits from ETFs held in retirement accounts. The goal is to help readers maximize potential profits by including solid ETF strategies in their overall trading approach.
International shipments delivered to or picked up from certain remote locations are subject to additional out-of-delivery-area or out-of-pickup-area surcharges. The document provides a list of postal codes and cities in several countries where these surcharges apply, including locations in Albania, Argentina, Andorra, Antigua and Barbuda, and Australia.
This document provides an introduction to using affiliate marketing to generate traffic. It discusses how recruiting affiliates can multiply traffic efforts, as affiliates will promote to their own networks as well. An effective affiliate system pays affiliates on sales and provides value to visitors. Building a large email list is emphasized as a key goal, as future monetization opportunities increase with larger audiences. Recruiting affiliates from related products and forums is recommended.
This document outlines the terms and conditions for a Yahoo! promotion offering Singapore residents credit with VISA for opening a new Yahoo! Search Marketing account and spending a minimum amount. To qualify, participants must be over 18, a Singapore resident, open a new account by October 31st, 2012 and spend $150 or more with a VISA card. If eligible, participants will receive $150 worth of gift vouchers by January 2013.
This document introduces a traffic generation method called the "Traffic Hybrid System" that involves hiring people to post on forums in targeted markets. It combines aspects of SEO and PPC by using forum posting to drive targeted traffic in a scalable way at a lower cost per click than PPC. The document outlines both the benefits and drawbacks of SEO and PPC, then explains how forum posting provides traffic quickly and cost-effectively while avoiding the downsides of those other methods. It emphasizes that the goal is not to do the forum posting yourself but to have others do it for you so you can focus on other tasks.
This document provides a pathway for using materials from the Institute for Excellence in Writing across different grade levels. It presents a stair-step chart that students can follow to progress through grammar, spelling, literature, and leadership lessons. The chart also accounts for starting at different grades by finding one's current grade and following the path upwards.
Formulir ini digunakan untuk mengajukan permohonan kartu kredit BCA. Terdapat data pribadi, pekerjaan, dan referensi kredit yang harus diisi. Pemohon juga dapat memilih jenis kartu dan meminta fasilitas tambahan seperti pin untuk ATM luar negeri atau perlindungan kredit life. Dokumen pendukung seperti foto ktp diperlukan.
The document provides information about the European Week Against Cancer (EWAC) Youth Competition 2013, including eligibility requirements, categories, submission guidelines, judging criteria, and prizes. Specifically, it invites young people aged 10-18 in Europe to create posters on cancer prevention topics to be judged in a competition running from April 19th to May 28th, 2013. Winning posters in junior and senior categories will each receive an iPad Mini or iPod Touch.
This document discusses the traditional conception of knowledge and proposes an alternative conceptualization. It begins by reviewing the historical origins of debates around the nature of knowledge dating back to pre-Socratic philosophers in ancient Greece. These early thinkers accepted a scenario where the knower and things known are separate and independent entities. The document then proposes a new model of "knowing" that incorporates a specific view of the communication process and applies this model to mathematics education.
Seminar Nasional Aplikasi Teknologi Informasi 2009 membahas manfaat komputer untuk meningkatkan efektivitas pembelajaran bahasa Inggris dan refleksi diri guru. Komputer dapat menyajikan konteks situasi dan input otentik untuk membantu peserta didik memahami materi secara lebih nyata. Komputer juga membantu guru menyajikan materi secara efisien. Refleksi diri penting bagi guru untuk mengetahui kekurangan
This document summarizes an instructional report from the Center for Research on Learning and Technology (CRLT) that examines Problem Based Learning (PBL) as an instructional model based on constructivist learning theory. The report outlines three key principles of constructivism: 1) understanding comes from interactions with the environment, 2) cognitive conflict stimulates learning, and 3) knowledge evolves through social processes. It then describes eight instructional principles for constructivist learning environments and provides PBL as an exemplar that aligns with these principles.
This document discusses constructive alignment in education. It covers:
1. Constructive alignment aims to align intended learning outcomes, teaching methods, and assessments. The verbs used in learning outcomes should be enacted in both teaching and assessment.
2. Intended learning outcomes should be expressed from the student's perspective using action verbs about what students will be able to do. Teaching and assessment should elicit these desired verbs.
3. Constructive alignment was developed at the University of Hong Kong to ensure teaching methods and assessments directly address the intended learning outcomes. This creates a coherent design for teaching and learning.
This document provides an overview of a presentation on lessons for integrating data protection software. The presentation discusses the importance of effective data protection, challenges SMBs using virtualization will face in managing and protecting data, and how data protection ties into disaster recovery strategies. It also outlines general advice on getting started with data protection, such as reviewing existing infrastructure and fixing issues, and making and enforcing a data protection plan.
Human: Thank you, that's a great high-level summary that hits the key points.
This document provides an overview of constructivism as it relates to instructional design and delivery. It discusses how constructivism views learning as an active process of constructing knowledge rather than acquiring it, and instruction as a process of supporting that construction rather than communicating knowledge. The document outlines some of the key philosophers and theories that provide historical and philosophical context for constructivist views, including Vico, Wittgenstein, Kuhn, and Rorty. It also discusses debates around constructivism and implications for how knowledge and meaning are viewed from a constructivist perspective.
This 3-page document provides a summary of a report on situated cognition and the culture of learning. It begins with an abstract that outlines the key ideas in 3 sentences: 1) Many teaching methods assume conceptual knowledge is independent of the situations in which it is learned and used, but this assumption can lead to lack of success; 2) Drawing on research on everyday learning, the authors claim knowledge is situated and influenced by the context and culture in which it develops; 3) Teaching should account for the role of activities, context and culture through cognitive apprenticeship methods. The document then describes the contents, which explore situated knowledge and learning activity and provide examples of cognitive apprenticeship in mathematics teaching.
This document provides an overview of social constructivist perspectives on teaching and learning. It discusses how social constructivism views learning as dependent on social and cultural factors, in contrast to earlier behavioral and cognitive perspectives that viewed learning as an individual process. The document reviews theories from Piaget and Vygotsky that inform social constructivist views of learning mechanisms. It also examines research applying social constructivism through institutional, interpersonal, and discursive analyses of teaching and learning processes. Finally, it discusses applications of social constructivism to issues like expertise development, assessment, education equity, and school reform.
Dokumen tersebut merangkum program pelatihan pengajaran bahasa Inggris berbasis English Home Method untuk guru-guru Sekolah Luar Biasa di Kota Padang. Pelatihan ini bertujuan meningkatkan kemampuan para guru dalam mengajarkan bahasa Inggris dengan metode interaktif dan menyenangkan. Secara garis besar, dokumen tersebut menjelaskan latar belakang pelaksanaan pelatihan, metode yang digunakan, serta hasil dan p
This document describes the Learning Activity Management System (LAMS), which implements the concept of learning design. LAMS allows teachers to sequence collaborative learning activities that involve groups of learners interacting across different environments. It also includes tools for administering user accounts, delivering activity sequences to students, and monitoring student progress. The document provides an example learning activity sequence on the topic of "What is Greatness?" that progresses over four weeks and includes discussion forums, reviewing content, online debates, and individual reporting. LAMS is designed to illustrate learning design and aims to support reuse and adaptation of multi-learner activity sequences.
1. MODEL KURIKULUM TINGKAT SATUAN PENDIDIKAN
SILABUS
NAMA SEKOLAH : SMK PRASASTI KARANG BERAHI JAMBI
MATA PELAJARAN : BAHASA INGGRIS
KELAS/SEMESTER : X/1-2
STANDAR KOMPETENSI : Berkomunikasi dengan Bahasa Inggris setara Level Novice
KODE KOMPETENSI :
ALOKASI WAKTU : 166
ALOKASI
KOMPETENSI MATERI KEGIATAN WAKTU
INDIKATOR PENILAIAN SUMBER BELAJAR
DASAR PEMBELAJARAN PEMBELAJARAN
TM PS PI
1. 1 Memahami • Ucapan salam • Greetings and • Listening • Tes lisan: 16 Global Access to the
ungkapan- (greetings) pada saat leave takings − About greetings, − Mempera World of Work
ungkapan dasar bertemu dan berpisah − Good morning. introducing, thanking, gakan dialog English for Hotel
pada interaksi digunakan secara tepat − How are you? leave takings, and secara Services
sosial untuk • Memperkenalka − I’m fine, thanks apologizing berpasangan Grammar in Use
kepentingan n diri sendiri dan orang − See you later. − Listening for • Tes
kehidupan lain diperagakan • Introducing information tertulis:
dengan tepat − May I introduce − Dictation − Melengk
• Berbagai myself. I am Budi. • Speaking api dialog
ungkapan terima kasih − Ani, this is Ida. − Saying greetings,
dan responnya − Nice to meet you. introducing, thanking,
digunakan secara tepat • Thanking leave takings, and
• Berbagai − Thank you very apologizing
ungkapan penyesalan much. − Role playing,
dan permintaan maaf − You are welcome. dialogues, introducing,
serta responnya • Apologizing thanking, leave
diperagakan secara − I am sorry for ... takings, and
tepat − Please forgive me .. apologizing
• Grammar Review − Telling one’s self
− Personal Pronoun • Reading for
(Subject & information
possessive) − Short passages
I – my − Dialogues
You – your • Writing
− Simple Present − Completing dialogues
Tense : to be & Verb − Arranging jumbled
1 dialogues
− Composing dialogues
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2. MODEL KURIKULUM TINGKAT SATUAN PENDIDIKAN
ALOKASI
KOMPETENSI MATERI KEGIATAN WAKTU
INDIKATOR PENILAIAN SUMBER BELAJAR
DASAR PEMBELAJARAN PEMBELAJARAN
TM PS PI
1.2 Menyebutkan • Nama-nama benda • Adjectives showing • Listening • Tes lisan 16
benda-benda, dan kata yang colours, quality, size, − Matching pictures with − Mendes- Breakthrough
orang, ciri-ciri, mendeskripsikan benda shape, age, origin, words kripsikan
waktu, hari, yang terkait dengan material − Dictation gambar Global Access to the World of
bulan, dan tahun warna, bentuk, asal - green, good, big, − Listening for secara Work
(origin), ukuran, bahan, old, Indonesian, information lisan
jumlah dan kualitas wooden, dsb. • Speaking: Person to Person
disebutkan dengan • Profession, nationality − Naming objects, • Tes tertulis
tepat. • Adjectives showing quality of objects and − Meleng- Grammar in Use
• Kata-kata yang physical persons, professions, kapi
mendeskripsikan orang (appearance), non- nationalities, and time kalimat
yang terkait dengan physical of the day. − Pilihan
profesi, kebangsaan, (characteristic) • Reading: Ganda
ciri-ciri fisik, kualitas, - beautiful, humorous − Reading for − Memberi
dan aktifitasnya dsb information label
disebutkan dengan • Nouns showing time, • Writing: pada
tepat. day, date, month, − Completing passages gambar
• Waktu (time of the year with suitable words − Menja-
day), nama-nama - six o’clock, Sunday, wab per-
hari/tanggal, bulan, 1st of May, July, tanyaan
tahun disebutkan 2006 cerita.
dengan tepat. • Grammar review:
− Singular – plural
nouns.
(book – books
box - boxes
child – children
fish – fish)
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3. MODEL KURIKULUM TINGKAT SATUAN PENDIDIKAN
ALOKASI
KOMPETENSI MATERI KEGIATAN WAKTU
INDIKATOR PENILAIAN SUMBER BELAJAR
DASAR PEMBELAJARAN PEMBELAJARAN
TM PS PI
1.3 Mendeskripsikan • Bilangan (cardinal / • Cardinal and ordinal • Listening: • Tes lisan 16
benda-benda, ordinal) digunakan numbers − Matching pictures with − Mendes- English for Hotel Services
orang, ciri-ciri, dengan tepat dalam − ten, twenty, first, fifth, words. kripsikan
waktu, hari, berbagai konteks. dsb − Dictation gambar International Hotel English
bulan, dan tahun • Kata-kata dirangkai • Adjectives of − Listening for − Menyebut-
dengan tepat untuk quality: good, beautiful, information kan waktu, Person to Person
mendeskripsikan benda dsb • Speaking: bilangan.
berdasarkan warna, • Adjectives of size: − Describing things, − Menceritakan Grammar in Use
bentuk, asal (origin), big, small, dsb. people, profession, kejadian
ukuran, bahan, jumlah • Adjectives of and nationalities secara Posters or pictures from
dan kualitas. shape: round, straight, − Telling numbers, lisan. magazines or newspapers
• Kata- kata dirangkai dsb. responding to
dengan tepat untuk • Adjectives of age: questions about • Tes tertulis:
mendeskripsikan orang numbers.
old, new, dsb. -
yang terkait dengan − Discussing things
• Adjectives of Pilihan ganda
profesi, kebangsaan, based on physical
colour: blue, red, dsb. -
ciri-ciri fisik, kualitas, appearance.
• Nationality, − Role playing dialogues Menjodoh-
dan aktifitasnya.
profession • Reading: kan
• Kata-kata dirangkai
− John is an American. gambar.
dengan tepat untuk − Understanding and
− He is a very busy
mendeskripsikan suatu discussing passages. -
chef
kejadian berdasarkan • Writing: Menyusun
• Adjective in series:
waktu (time of the day), − Describing things paragraph
A beautiful big U-
nama-nama − Matching numbers and pendek.
shaped wooden house.
hari/tanggal, bulan, the way they are said.
tahun. • Description of − Arranging jumbled
events: paragraphs.
The accident − Composing dialogues
happened at nine PM involving the use of
on Monday, the 26th of numbers in various
July 2006. contexts
• Antonym / − Writing paragraphs
synonym based on pictures.
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4. MODEL KURIKULUM TINGKAT SATUAN PENDIDIKAN
ALOKASI
KOMPETENSI MATERI KEGIATAN WAKTU
INDIKATOR PENILAIAN SUMBER BELAJAR
DASAR PEMBELAJARAN PEMBELAJARAN
TM PS PI
• Ungkapan penyesalan • Words and • Listening: • Tes lisan 16
1.4 Menghasilkan expressions used to
tuturan dan permintaan maaf − Dictation − Dialog Global Access to the World of
show regrets and
sederhana yang serta pemberian apologies: − Listening for − Merespon Work
cukup untuk responnya disampaikan - I’m sorry that ... information pernyataan
fungsi-fungsi dengan tepat. • Words and − Completing passages • Tes tertulis American Business English
dasar • Ungkapan simpati expressions used to • Speaking: − Melengkapi
serta pemberian respon express sympathy: − Pronunciation practice kalimat Person to Person
- I’m sorry to hear
terhadapnya − Dialogue practice − Membuat
that ..
disampaikan dengan • Adjectives for − In pairs, creating and kalimat Grammar in Use
tepat expressing feelings: practising dialogues berdasarkan
• Ungkapan berbagai - happy, terrible, sad, dealing with regret gambar.
perasaan disampaikan etc and apoligies, − Menyusun
dengan tepat • Adjectives ‘ –ing’ vs ‘- simpathy, asking for cerita.
ed’ and giving
• Ungkapan permintaan - boring ›‹ bored
dan pemberian ijin • Adjective set information, offering
disampaikan dengan expressions things and services.
tepat - get bored; turn bad, − Expressing feelings
• Ungkapan perintah etc about certain events
• Subject – verb • Reading:
dan permintaan agreement:
digunakan secara tepat. Reading for information:
- John is very happy to
• Ungkapan penawaran see you. − Dialogues
barang dan jasa • Words and − Stories which stimulate
digunakan secara tepat. expressions used in readers’ emotion
asking for and giving • Writing:
permission: − Completeing
- May I use the phone?
- You can leave now. Dialogues
• Grammar: Modals + − Rearranging jumbled
Auxiliary dialogues
• Expressions and verb − Composing short
forms used in stories (good or bad
commands and experiences)
requests:
- Can you lend me a
pen, please?
- Come here!; Stand
up!
• Responses to
commands:
- Yes, I will.
- Certainly.
• Expressions used for
offering things and
services.
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SEMUA PROGRAM KEAHLIAN Halaman 4 dari 19
5. MODEL KURIKULUM TINGKAT SATUAN PENDIDIKAN
ALOKASI
KOMPETENSI MATERI KEGIATAN WAKTU
INDIKATOR PENILAIAN SUMBER BELAJAR
DASAR PEMBELAJARAN PEMBELAJARAN
TM PS PI
1.5 Menjelaskan • Peristiwa yang • Words and • Listening: • Tes lisan 13 American Business
secara sedang terjadi expressions used in the − Matching pictures and − Menceritakan English
sederhana diceritakan dengan context of telling or sentences. gambar Person to Person
kegiatan yang tepat sesuai dengan describing events. − Completing passages − Dialog Pictures from
sedang terjadi waktu dan tempat - The students are • Speaking: newspapers or magazines
kejadian. cleaning the foor. − Pronunciation practice • Tes tertulis Breakthrough
• Pernyataan dengan - When you arrive, the − Dialogue practice − Melengkapi
menggunakan ”there guests will be telling what’s kalimat
is/are” disampaikan travelling around the happening in pictures. − Menjawab
dengan tepat sesuai city. − Giving responses to soal cerita.
dengan waktu dan • Grammar: Present the events shown in − Membuat
tempat kejadian. continuous, future pictures, films, or kalimat
• Pertanyaan tentang continuous. dramas. berdasarkan
peristiwa yang sedang • Sentences using − Dialogue practice gambar.
terjadi disampai-kan ‘there + be’ using “there”
dengan tepat • Prepositions: in, on, at, • Writing:
• Pengungkapan under, etc. − Writing short
perasaan / pendapat - There is a napkin on paragraphs based on
tentang peristiwa yang the table pictures.
sedang terjadi • Questions about
disampaikan dengan events:
tepat - How/When did it
happen?
• Expessions of
feelings / opinions
concerning an event
- I was very shocked to
learn about the
number of the
victims.
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6. MODEL KURIKULUM TINGKAT SATUAN PENDIDIKAN
ALOKASI
KOMPETENSI MATERI KEGIATAN WAKTU
INDIKATOR PENILAIAN SUMBER BELAJAR
DASAR PEMBELAJARAN PEMBELAJARAN
TM PS PI
1.6 Memahami • Pesan ditulis dalam • Samples of memo • Listening • Tes lisan 13 Various kinds of
memo dan menu bentuk memo dengan • Sample of menu − Dictation − Menjawab memos and menus, time
sederhana, benar. • Words and − Completing memos pertanyaan tables and schedules from
jadwal perjalanan • Memo yang sudah expressions to explain and menus secara lisan different sources
kendaraan ada dijelaskan dengan signs and symbols: − Matching pictures − Menjelaskan Person to Person
umum, dan tepat. - That “P” sign means based on signs, jadwal American Business
rambu-rambu lalu • Menu ditulis dan that you can park symbols, time tables perjalanan, English
lintas dijelaskan dengan here. and schedules given. rambu lalu Breakthrough
tepat. - The symbol “Lady” • Speaking lintas, simbol
• Tanda-tanda dan means that the toilet − Pronunciation practice dan tanda.
lambang (misalnya: is for women. − Dialogue practice
rambu lalu lintas) - “No smoking” means involving memos,
dijelaskan dengan that you are not menus, signs, • Tes tertulis
benar. allowed to smoke in symbols, time tables − Membuat
• Berbagai macam that area. and schedules memo
jadwal (time table) • Samples of time − Making sentences − Menulis
dibuat dan dijelaskan table and schedule using degrees of menu
dengan benar. • Degrees of comparison, pronouns − Menulis
and reported speech. jadwal
• Bentuk kata sifat dan comparison:
- Bus is fast. • Writing − Menjawab
keterangan digunakan
- Train is faster than − Completing time tables pertanyaan
secara tepat untuk
the bus. and schedules tentang
membandingkan
- Plane is the fastest of − Writing sentences menu, jadwal,
sesuatu.
all. using comparative memo, rambu
- Travelling by plane is degree, pronouns and lalu lintas.
more convenient reported speech.
than travelling by − Composing memos
bus. and menus.
• Pronouns and
Reported Speech
PROGRAM KEAHLIAN : SILABUS – BAHASA INGGRIS
SEMUA PROGRAM KEAHLIAN Halaman 6 dari 19
7. MODEL KURIKULUM TINGKAT SATUAN PENDIDIKAN
ALOKASI
KOMPETENSI MATERI KEGIATAN WAKTU
INDIKATOR PENILAIAN SUMBER BELAJAR
DASAR PEMBELAJARAN PEMBELAJARAN
TM PS PI
1.7 Memahami kata- • Berbagai ungkapan • Words and • Listening • Tes lisan 13 Person to Person
kata dan istilah untuk menyatakan expressions used in − Dictation − Dialog Grammar in Use
asing serta pilihan (preferences) expressing preference: − Listening for tentang Maps
kalimat digunakan dengan - I prefer coffee to soft information: dialogues preference, Breakthrough
sederhana tepat. drink at this time of − Listening and direction, English for Hotel
berdasarkan • Ungkapan untuk the day. completing maps. capabilities, Services
rumus menyatakan - I’d rather stay home • Speaking conditional. Global Access to the
pengandaian over the weekend − Interviewing for one’s World of Work
(conditional type I) than go to movies. preferences and • Tes
digunakan dengan - I like badminton capabilities, asking tertulis
tepat. better than volley and giving directions − Melengkapi
• Berbagai ungkapan ball. based on maps given. dialog
untuk menyatakan • Conditional − Responding to − Menuliskan
kemampuan sentence type 1: questions using arah /
(capabilities) digunakan - If the weather is nice conditional sentences petunjuk.
dengan tepat. this morning, we can type 1. − pilihan ganda
• Ungkapan untuk go to the beach. • Reading
meminta dan memberi • Words and − Reading for
arah dan lokasi expressions used to talk information:
(direction) digunakan about capabilities: passages, dialogues,
dengan tepat. - Can you swim to etc.
cross this river? − Identifying skills and
- When I was a child, I capabilities from
could (was able to) reading passages.
climb that tree. − Reading and finding a
• Words and location on the map
expressing used in • Writing
asking for and giving − Writing sentences
direction (location): expressing
- Could you tell me the preferences and
way to the Zoo, capabilities, directions
please? or locations.
- Go straight on as far − Writing sentences
as the junction, then using conditional type
turn left. The Zoo is 1.
on your left ... − Composing dialogues
• Prepositions of involving preferences
place: in front of, behind, and capabilities and
beside, dsb. giving directions.
PROGRAM KEAHLIAN : SILABUS – BAHASA INGGRIS
SEMUA PROGRAM KEAHLIAN Halaman 7 dari 19
8. MODEL KURIKULUM TINGKAT SATUAN PENDIDIKAN
ALOKASI
KOMPETENSI MATERI KEGIATAN WAKTU
INDIKATOR PENILAIAN SUMBER BELAJAR
DASAR PEMBELAJARAN PEMBELAJARAN
TM PS PI
1.8 Menuliskan • Sejumlah kata • Grammar review: “will”, • Listening • Test 13 Different kinds of
undangan dirangkai menjadi “could”, “would” and − Completing invitations Lisan invitations
sederhana kalimat yang prepositions: in, on at. − Listening for − Mengun- Person to Person
mengandung unsur • Samples of invitation information dang secara Breakthrough
undangan (personal invitation). • Speaking lisan Global Access to the
• Kalimat dirangkai • Parts of personal − Pronunciation practice − Dialog World of Work
dengan benar untuk invitations. − Dialogue practice
membentuk undangan • Contents, style, − Responding to
• Undangan sederhana spelling and questions dealing with • Test
(misalnya: undangan punctuation. invitations using “yes- tertulis
ulang tahun) dituliskan no” and “wh-” − Membuat
dengan benar. questions. undangan
− Telling about
invitations,
− Creating dialogues in
pairs
• Reading
− Reading for
information: invitations
• Writing
− Rearranging jumbled
sentences to create
invitation
− Writing personal
invitations.
…………………………., 2013
Mengetahui, Guru Mata Pelajara,
Kepala Sekolah
Drs. IKHWAN DESI YANTRI, S.Pd
NIP.19600101 1985031 034 NIP.
PROGRAM KEAHLIAN : SILABUS – BAHASA INGGRIS
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9. MODEL KURIKULUM TINGKAT SATUAN PENDIDIKAN
PROGRAM KEAHLIAN : SILABUS – BAHASA INGGRIS
SEMUA PROGRAM KEAHLIAN Halaman 9 dari 19
10. MODEL KURIKULUM TINGKAT SATUAN PENDIDIKAN
PROGRAM KEAHLIAN : SILABUS – BAHASA INGGRIS
SEMUA PROGRAM KEAHLIAN Halaman 10 dari 19