Subject : English
Year / Semester : IX / 1
Test Type : Multiple Choices
Number of Items : 50 Items
Academic Year : 2011-2012
| No | Standard Competence | Basic Competence | Text Type | Topic | Item Test | Indicator | Test item number |
| 1 | Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in the daily life and /or academic contexts. | Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in the daily life and /or academic contexts. | Notice | At the public area (On the road) | 1 | Given a notice at the public area, students identify implicit information in the text. | 1 |
| 2 | Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts. | Understanding accurately and efficiently meanings explicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Greetings card | Someone’s success | 1 | Given a greeting card on someone’s success, students find explicit information in the text. | 2 |
| Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Greetings card | Someone’s success | 1 | Given a greeting card on someone’s success, students find the meaning of a word in the text. | 3 | ||
| 3 | Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts. | Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Announcement | School Activities | 1 | Given a public announcement, students find implicit information in the text. | 4 |
| Announcement | School Activities | 1 | Given a public announcement, students identify its communicative purpose of the text. | 5 | |||
| Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Invitation | Conference | 1 | Given an invitation for a conference, students identify implied information in the text. | 6 | ||
| Invitation | Conference | 1 | Given an invitation for a conference, students identify its communicative purpose of the text. | 7 | |||
| 5 | Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts. | Understanding accurately and efficiently meanings explicitely expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Procedures | Scientific experiment | 1 | Given a procedure text on a scientific experiment, students identify explicit information in the text. | 8 |
| Procedures | Scientific experiment | 1 | Given a procedure text on a scientific experiment, students identify explicit information in the text. | 9 | |||
| Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Procedures | Scientific experiment | 1 | Given a sentence with one word underlined, students identify the meaning of the word. | 10 | ||
| 6 | Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts. | Understanding accurately and efficiently meanings explicitely expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Explanation | Science | 1 | Given an explanation text related to science, students find explicit information in the text. | 11 |
| Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Explanation | Science | 1 | Given an explanation text related to science, students identify the main idea of one the paragraphs of the text. | 12 | ||
| Explanation | Science | 1 | Given a sentence from a text with one word underlined, students identify the meaning of the word. | 13 | |||
| Explanation | Science | 1 | Given an explanation text related to science, students identify its communicative purpose of the text. | 14 | |||
| 7 | Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts. | Understanding accurately and efficiently meanings explicitely expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Reports | Natural phenomenon | 1 | Given a text on a natural phenomenon, students find explicit information in the text. | 15 |
| Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Reports | Natural phenomenon | 1 | Given a report text related to natural phenomenon, students find the main idea of one of a paragraph of the text. | 16 | ||
| Reports | Natural phenomenon | 1 | Given a sentence from a text with a pronoun underlined, students identify its reference. | 17 | |||
| 8 | Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts. | Understanding accurately and efficiently meanings implicitely expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Explanation | Science | 1 | Given an explanation text related to science, students choose the most suitable title for the text. | 18 |
| Explanation | Science | 1 | Given a report text on science, students identify the main idea of certain paragraph in the text. | 19 | |||
| Explanation | Science | 1 | Given a sentence from a text with a personal pronoun underlined, students identify its reference | 20 | |||
| Explanation | Science | 1 | Given a report text on, students identify the meaning of word in the text. | 21 | |||
| 9 | Understanding meanings of short and simple written functional texts and essays in the forms of procedures, reports and explanations to communicate in daily life and /or academic contexts. | Understanding accurately and efficiently meanings implicitely expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Procedures | How to make something | 1 | Given a procedural text related to how to make something, students identify the topic of the text. | 22 |
| Understanding accurately and efficiently meanings explicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Procedures | How to make something | 1 | Given a procedural text related to how to make something, students identify explicit information in the text. | 23 | ||
| Understanding accurately and efficiently meanings implicitly expressed in short and simple functional texts and essays in the forms of procedures, reports and explanations in daily life and /or academic contexts. | Procedures | How to make something | 1 | Given a sentence from a text with a personal pronoun underlined, students identify its reference. | 24 |
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