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Unit Topic Indicators
2. Identify the pattern of each function 3. Identify how to show the direction to public places
4. Identify the pattern of some terms to show public places
5. Play the game with acceptable action 6. Apply the pattern and terms to show direction
correctly 7. Act out the dialogue with correct spelling,
pronunciation, intonation
Writing The students are able to:
1. Produce some sentences to make a dialogue about showing direction
2. Match the certain picture with its function 3. Apply the pattern and use the terms to direct the
direction 4. Apply the clues given by the teacher correctly
5 My Family Listening
The students are able to : 1. Complete the missing blanks that the teacher reads
correctly 2. Spell the names of George’s family members
correctly
Reading The students are able to:
1. Read aloud the reading passagedialogue with expressions, stress, and intonation correctly about
Family. 2. Find the main idea from the reading passage
Speaking The students are able to:
1. Respond to the questions on the family board game correctly.
2. Apply the expressions and pattern of the grammar focus in playing game
3. Identify the pattern in the grammar focus about
Family
Writing The students are able to:
1. Produce simple sentences to tell about students’
family members
6 Profession Listening
The students are able to: 1. Fill in the box with the correct description about
professions
2. Guess what professions that the teacher reads in his
monologue
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Unit Topic Indicators
Reading The students are able to:
1. Find the main idea from the dialoguereading
passage about Profession 2. Read aloud the reading passage
3. Identify the meaning of the bold words Speaking
The students are able to: 1. Apply the expressions and pattern of the grammar
focus about profession
2. Discuss the grammar focus in grouppair about
Profession
4. Find the differences of each pronoun about
Profession 5. Participate to sing the song together
6. Produce sentences to tell people’s profession with
acceptable action
7. Identify the patterns in the grammar focus about
profession.
8. Identify the differences between the italic and bold words
9. Produce correct utterances to tell people’s profession with correct grammar and profession based on the
picture.
10. Play the game about profession with acceptable
pattern Writing
The students are able to:
1. Produce some sentences to tell family’s profession and students’ dream
2. Apply the pronoun correctly 3. Apply the clue correctly
7 Hobby Listening
The students are able to: 1. Fill in correct sentences that are read by the teacher
in the correct picture
2. Fill in the missing blanks on the listening passage Reading
The students are able to: 1. Find the main idea from the reading passage about
Hobby
2. Read aloud the reading passage 3. Differentiate the differences between the italic and
bold words about the pattern about Hobby.
4. Differentiate the positive expressions and negative
expressions about Hobby Speaking
The students are able to: 1. Apply the expressions and pattern of the grammar
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Unit Topic Indicators
focus to ask hobby correctly
2. Differentiate the differences of is and are about
Hobby
3. Discuss the grammar focus in group pair about
Hobby
4. Identify the pattern in the grammar focus about
how to ask hobby and give the reason
5. Differentiate the positive expressions and negative
expressions 6. Play the game about hobby with appropriate action
Writing The students are able to:
1. Produce simple sentences to tell about Hobby 2. Copy and write somebody’s hobby in the correct
picture
3. Rearrange the scramble words into good sentences
about Hobby
8 Favorite Figure
Listening The students are able to:
1. Complete the missing blanks on the listening passage about Favorite figure entitled “Mr. Bambang is Our
Favorite Figure” Reading
The students are able to: 1. Find the main idea from the reading passage entitled
“Pandawa, My Favorite Figure”
Speaking The students are able to:
1. Apply the expressions and pattern of the grammar focus about Favorite Figure
2. Speak aloud to tell about the students’ favorite figure
3. Discuss the grammar focus in group pair about Favorite Figure
4. Analyze the differences in using adjective and noun in making sentences about Favorite Figure
5. Identify the differences between positive and negative characteristics about Favorite Figure
6. Play the game about Favorite Figure with correct pattern
Writing The students are able to:
1. Produce simple sentences to tell about Favorite Figure
2. Apply the grammar correctly to tell My Favorite Figure
3. Rearrange the scramble words into good sentences about My Favorite Figure
4. Copy and Write a simple paragraph about students’
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Unit Topic Indicators
favorite figure like the example
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APPENDIX H The Syllabus
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Appendix H: The Syllabus A SET OF INTEGRATED INSTRUCTIONAL MATERIALS BASED ON SUGGESTOPEDIA METHOD
FOR FIFTH GRADE STUDENTS OF SD PERCOBAAN 3 PAKEM
A. Program Description
