Subject : English
Class/Semester : VII/ 2
Academic year : 2010-2011
| No | Standard of Competence | Basic Competence | Text Type | Topic | Indicator | Item | |
| 1 | Reading 11. Understanding meanings in the simple short functional written text and essay in the forms of descriptive and procedure related to students' immediate environment. | 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Notice | In public places | Given a notice in a public place, students identify the meaning in the text. | 1 | |
| Notice | In public places | Given a notice in a public place, students identify implied information in the text. | 2 | ||||
| 2 | 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Caution | In public places | Given a caution in a public place , students identify the meaning in the text. | 3 | ||
| Caution | In public places | Given a caution in a public place, students identify implied information in the text. | 4 | ||||
| 3 | 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Greeting card | Family | Given a greeting card about a family, students identify implied information in the text. | 5 | ||
| Greeting card | Family | Given a greeting card about a family, students identify the communicative purpose in the text. | 6 | ||||
| | 11.1 Understanding accurately and efficiently explicit meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Greeting card | Family | Given a greeting card about a family, students identify detailed information in the text. | 7 | ||
| 4 | | 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Invitation | Graduation party | Given an invitation card of a graduation party, students identify implied information in the text. | 8 | |
| Invitation | Graduation party | Given a quoted sentence from a graduation invitation card in which one of the words is underlined, students identify the meaning of the word. | 9 | ||||
| Invitation | Graduation party | Given an invitation card of a graduation party, students identify the communicative purpose in the text. | 10 | ||||
| 5 | | 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Advertisement | Electronic Equipment | Given an advertisement about electronic equipment, students identify general idea in the text. | 11 | |
| 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Advertisement | Electronic Equipment | Given an advertisement about electronic equipment, students identify implied information in the text. | 12 | |||
| Advertisement | Electronic Equipment | Given a quoted sentence from an advertisement about electronic equipment in which one of the words is underlined, students identify the meaning of the word. | 13 | ||||
| 6 | | 11.1 Understanding accurately and efficiently explicit meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Descriptive text | A famous person | Given a descriptive text about a famous person, students identify specific information in the text. | 14 | |
| | 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Descriptive text | A famous person | Given a descriptive text about a famous person, students identify the communicative purpose in the text. | 15 | ||
| Descriptive text | A famous person | Given a quoted sentence from a descriptive text in which one of pronouns is underlined, students identify the reference of the word. | 16 | ||||
| 7 | | 11.1 Understanding accurately and efficiently explicit meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Announcement | School activities | Given an announcement of a school activity, students identify specific information in the text. | 17 | |
| Announcement | School activities | Given an announcement of a school activity, students identify detailed information in the text. | 18 | ||||
| 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Announcement | School activities | Given a quoted sentence from an announcement of a school activity in which one of the words is underlined, students identify the meaning of the word. | 19 | |||
| 8 | | 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Procedure text | Food | Given a procedure text about food, students identify the general idea of the text. | 20 | |
| Procedure text | Food | Given a procedure text about food, students identify implied information in the text. | 21 | ||||
| 11.1 Understanding accurately and efficiently explicit meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Procedure text | Food | Given a procedure text about food, students identify specific information in the text. | 22 | |||
| 11.1 Understanding accurately and efficiently explicit meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Procedure text | Food | Given a quoted sentence from a procedure text about food in which one of the words/ phrases underlined, students identify the meaning of the word/ phrase. | 23 | ||
| 9 | | 11.1 Understanding accurately and efficiently explicit meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Descriptive text | Public places | Given a descriptive place about a public place, students identify specific information in the text. | 24 | |
| | 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Descriptive text | Public places | Given a descriptive text about a public place, students identify implied information in the text. | 25 | ||
| Descriptive text | Public places | Given a descriptive text about a public place, students identify the general idea of the text. | 26 | ||||
| Descriptive text | Public places | Given a quoted sentence from a descriptive text about a public place in which one of the words/ phrases underlined, students identify the meaning of the word/ phrase. | 27 | ||||
| 10 | | 11.1 Understanding accurately and efficiently explicit meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Poem | Friendship | Given a poem about friendship , students identify implied information in the text. | 28 | |
| Poem | Friendship | Given a poem about friend ship , students identify detailed information in the text. | 29 | ||||
| 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Poem | Friendship | Given a poem about friendship, students identify implied information in the text. | 30 | |||
| Poem | Friendship | Given a quoted sentence from the advertisement of an electronic equipment in which one of phrases underlined, students identify the meaning of the phrase. | 31 | ||||
| 11 | | 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Letter | Holiday | Given a letter about someone’s holiday , students identify the communicative purpose in the text. | 32 | |
| 11.1 Understanding accurately and efficiently explicit meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Letter | Holiday | Given a letter about someone’s holiday , students identify detailed information in the text. | 33 | |||
| Letter | Holiday | Given a letter about someone’s holiday , students identify the topic of a paragraph of the text. | 34 | ||||
| 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Letter | Holiday | Given a quoted sentence from a letter about someone’s holiday in which one of the pronouns underlined, students identify the reference of the pronoun. | 35 | |||
| 12 | | 11.1 Understanding accurately and efficiently explicit meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Label | Food | Given a food label, students identify specific information in the text. | 36 | |
| 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Label | Food | Given a food label, students identify implied information in the text. | 37 | |||
| Label | Food | Given a quoted sentence from a food label in which one of the words/ phrases is underlined, students identify the meaning of the word/ phrase. | 38 | ||||
| Label | Food | Given a food label, students identify the communicative purpose of the text. | 39 | ||||
| 13 | | 11.1 Understanding accurately and efficiently explicit meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Procedure | Food | Given a procedure text about making food , students identify specific information in the text. | 40 | |
| Procedure | Food | Given a procedure text about making food , students identify implied information in the text. | 41 | ||||
| 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment | Procedure | Food | Given a procedure text about making food , students identify the communicative purpose of the text. | 42 | |||
| Procedure | Food | Given quoted a sentence from the procedure text about making food in which’s one of words underlined, students identify the meaning of the word. | 43 | ||||
| 11.1 Understanding accurately and efficiently explicit meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Label | Drink | Given a label of drink , students identify detailed information in the text. | 44 | |||
| 14 | |||||||
| 11.2 Understanding accurately and efficiently implied meanings in simple short functional written texts: songs and poems, and simple short essays in the forms of descriptive and procedures, related to students' immediate environment and academic environment. | Label | Drink | Given a drink label, students identify implied information in the text. | 45 | |||
| Label | Drink | Given a drink label, students identify the communicative purpose of the text. | 46 | ||||
| 15 | Writing 12. Expressing meanings in simple short functional written texts: poems, and essays in the forms of descriptive and procedures to communicate with the people in students' immediate environment and to communicate academic information. | Writing 12.1 Expressing information accurately, coherently and acceptably, in simple short functional written texts to communicate with the people in students' immediate environment and to communicate academic information. | Letter | Showing sympathy | Given a letter showing sympathy with 4 blanks, students complete the letter with a pronoun. | 47 | |
| Writing 12.1 Expressing information accurately, coherently and acceptably, in simple short functional written texts to communicate with the people in students' immediate environment and to communicate academic information. | Letter | Showing sympathy | Given a letter showing sympathy with 4 blanks, students complete the letter with a verb. | 48 | |||
| Writing 12.1 Expressing information accurately, coherently and acceptably, in simple short functional written texts to communicate with the people in students' immediate environment and to communicate academic information. | Letter | Showing sympathy | Given a letter showing sympathy with 4 blanks, students complete the letter with a noun. | 49 | |||
| Writing 12.1 Expressing information accurately, coherently and acceptably, in simple short functional written texts to communicate with the people in students' immediate environment and to communicate academic information. | Letter | Showing sympathy | Given a letter showing sympathy with 4 blanks, students complete the letter with an adverb of time. | 50 | |||
| 16 | | Writing 12.1 Expressing information accurately, coherently and acceptably, in simple short functional written texts to communicate with the people in students' immediate environment and to communicate academic information. | Short message | Someone’s success | Given jumbled sentences, students choose the right arrangement of a short message about someone’s success. | 51 | |
| Description | Someone’s activity | Given jumbled sentences, students choose the right arrangement of a descriptive text about someone’s activity. | 52 | ||||
| 17 | | Writing 12.1 Expressing information accurately, coherently and acceptably, in simple short functional written texts to communicate with the people in students' immediate environment and to communicate academic information. | Jumbled words of descriptive text | Someone’s character | Given jumbled words, students choose the right arrangement of a meaningful simple sentence. | 53 | |
| Jumbled words of procedure text | Instruction of something | Given jumbled words, students choose the right arrangement of a meaningful imperative sentence. | 54 | ||||
| 18 | | Writing 12.1 Expressing information accurately, coherently and acceptably, in simple short functional written texts to communicate with the people in students' immediate environment and to communicate academic information. | Email | Invitation | Given an email about invitation with 3 blanks, students complete the announcement with a noun. | 55 | |
| Writing 12.1 Expressing information accurately, coherently and acceptably, in simple short functional written texts to communicate with the people in students' immediate environment and to communicate academic information. | Email | Invitation | Given an email about invitation with 3 blanks, students complete the announcement with a verb. | 56 | |||
| Writing 12.1 Expressing information accurately, coherently and acceptably, in simple short functional written texts to communicate with the people in students' immediate environment and to communicate academic information. | Email | Invitation | Given an email about invitation with 3 blanks, students complete the announcement with an adverb of place. | 57 | |||
| 19 | | Writing 12.1 Expressing information accurately, coherently and acceptably, in simple short functional written texts to communicate with the people in students' immediate environment and to communicate academic information. | Greetings card | Someone’s success | Given jumbled sentences, students choose the right arrangement of a greeting card. | 58 | |
| Jumbled words of descriptive text | Description of someone | Given jumbled words, students choose the right arrangement of a meaningful complex sentence. | 59 | ||||
| Jumbled words of notice | In public places | Given jumbled words, students choose the right arrangement of a meaningful notice. | 60 |
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