78
Unit Topic
Theme Title
7 Pronouns and Relative
Pronouns My country
She helped the man who was sick
8 Compound and
Complex Sentences My family
My cousins are clever and they are
friendly
C. Purpose
The purpose of designing these supplementary grammar materials are: 1.
To facilitate the students with additional grammar materials with more examples and exercises.
2. To facilitate the students with enjoyable grammar materials in order to be
enthusiastic in learning grammar. 3.
To encourage the students to correlate their grammar learning with their real life situation in order to gain a meaningful learning.
79 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
A SYLLABUS OF A SET OF SUPPLEMENTARY INSTRUCTIONAL GRAMMAR MATERIALS USING CONTEXTUAL TEACHING AND LEARNING FOR THE ELEVENTH GRADE STUDENTS OF
SMAN 1 DEPOK YOGYAKARTA
Unit Topic
Competency Standard Basic Competency
Indicators Learning Activities
Time Allo-
cation sources
1 Simple Past
Tense
Listening 8. To understand the meaning of
short functional text and monologue in form of narrative,
spoof, and hortatory exposition in daily life context.
Speaking 10. To express the meaning of short
functional text and monologue in form of narrative, spoof, and
hortatory exposition in daily life context.
Reading 11. To understand the meaning of
short functional text and narrative, spoof, and hortatory
exposition essays in daily life context to access knowledge.
Writing
12. To express meaning in short functional written text and simple
essay of narrative, spoof and hortatory exposition in daily life
context. 8.2. To respond to the meaning in
monologue text which uses written language variety accurately, clearly,
and acceptably in daily life context in narrative, spoof, and hortatory
exposition texts.
10.2. To express the meaning in monologue text which uses written
language variety accurately, clearly, and acceptably in daily life context in
narrative, spoof, and hortatory exposition texts.
11.2. To respond meaning and retoric steps in the essay which uses
written language variety accurately, clearly, and acceptably in daily life
context and to access knowledge in narrative, spoof, and hortatory
exposition texts.
12.2 To express meaning and retoric steps in the essay which uses written
language variety accurately, clearly, and acceptably in daily life context
and to access knowledge in narrative, spoof, and hortatory
exposition texts. 1.
Students are able to identify the verb form used in the text.
2. Students are able to conclude
the formula of simple past tense pattern.
3. Students are able to use
simple past form in the sentence.
4. Students are able to tell their
past experience using simple past tense.
1. PRE-ACTIVITY
• Reading a narrative text
• Underlining and identifying the verb
used in the text • Listening to a song
• Identifying the verb used in the song lyric
2. WHILS ACTIVITY
• Focusing attention to the use and
examples of simple past tense
• Concluding simple past tense pattern
• Completing short conversations using
simple past tense • Changing verb form
in sentences
3. POST ACTIVITY
• Writing about high school experience
using simple past tense
2 x 45’ ihavetrave
llust.word press.com
English Grammar
in Use
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