RPS INTERMEDIATE GRAMMAR Jan-Jun 2020
RPS INTERMEDIATE GRAMMAR Jan-Jun 2020
RPS INTERMEDIATE GRAMMAR Jan-Jun 2020
Supporting:
1. Werner, P. K. & Nelson, J.P. 2007. Interaction 2 Grammar. New York: McGraw-Hill.
2. Azar, Betty S. 2002. Understanding and using English grammar. New York: Pearson Education.
3. Eastwood, John. 2002. Oxford practice grammar. Oxford: Oxford University Press.
4. Maurer, Jay. 2000. Focus on grammar: an advanced course for reference and practice. Second edition. New
York: Addison Wesley Longman.
5. Altenberg, E.P & Vago, Robert M. 2010. English Grammar: Understanding the Basic. New York: Cambridge.
6. Gerot, Linda & Wignell, Peter. 1994. Making Sense of Functional Grammar. Australia: Gerd Stabler.
7. Lock, Graham. 1996. Functional English Grammar. In Jack C Richards (ed.). Cambridge: Cambridge
University Press.
8. Broukal, Milada. 2004. Grammar: Form and Function 1. New York: McGraw-Hill.
9. Anderson, Vicky et.al. 2007. Grammar Practice: for Pre-intermediate Students. New York: Longman.
10. Anderson, Vicky et.al. 2007. Grammar Practice: for Intermediate Students. New York: Longman.
11. Eastwood, John. 2002. Oxford Guide to English Grammar. Oxford: Oxford University Press.
12. Folse, K.S.; Solomon, E.v.; Smith-Palinkas, B. 2008. Top20 great grammar for great writing. Boston:
Thomson Heinle.
13. Knapp, Peter & Watkins, Megan. 2005. Genre, Text, Grammar: Technologies for Teaching and Assessing
Writing. Sidney: University of New South Wales Press Ltd.
14. Swan, Michael & Catherine, Walter. 1997. How English Works: a Grammar Practice Book. Oxford: Oxford
University Press.
Media Software: Hardware:
- Laptop, LCD
Team Teaching - Drs. Don Narius, M.Si - Yati Aisya Rani, M.Pd
- Desvalini Anwar, S.S., M.Hum., Ph.D - Senorica Yulia Sari, S.Pd., M.Tesol
- Fitrawati, S.S., M.Pd - Dinovia Fannil Kher, M.Pd
- Witri Oktavia, M.Pd - Nur Rosita, SPd., M.A
- Dr. Yuli Tiarina, M.Pd - Nofrina Eka Putri, S.Pd., M.Pd
Prerequisite Basic Grammar
Week Sub CP MK (Lesson Indikator Kriteria & Bentuk Metode Materi Bobot
Learning Outcome) (Indicators) Penilaian (Method Pembelajaran Pembelajaran Penilaian
of Assessment) (Methods of (Materials) (%)
Learning)
I Students understand the Classroom Observation Inspiring video and Introduction to
purposes and objectives of regulation. Teacher music Intermediate
the course Introduction to Assessment Presentation Grammar
the course Questioner followed by question
Ability to Written pre-test and answer session
understand the concerning about
purposes and topic
objectives of the Classroom
course Discussion
II Students review parts of Ability to explain Observation Group presentation Parts of Speech
speech. the parts of Written followed by
speech Assignment/ quiz question and
Ability to identify Self assesment answer session
parts of speech in Peer & group concerning about
the given text Assessment topic
Ability to use part Teacher Discussion
of speech in Assessment Structured group
producing text task
Individual task
Game or other fun
activities
III Students understand and be Ability to identify Observation Group presentation Past continuous
able to apply the rules of past continuous Written followed by question tense
Past continuous in formula Assignment/ quiz and answer session
producing sentences Ability to Self assesment concerning about
differentiate Peer & group topic
between Past Assessment Discussion
Continuous dan Teacher Structured group
Past Tense Assessment task
Ability to apply Individual task
past continuous Game or other fun
formula in writing activities
VII Students understand and be Ability to identify Observation Group presentation Present Perfect
able to apply the rules of Present Perfect Written followed by question Continuous
Present Perfect Continuous Continuous Tense Assignment/ quiz and answer session Tense
Tense in producing Ability to Self assesment concerning about
sentences differentiate Peer & group topic
between present Assessment Discussion
perfect Teacher Structured group
continuous dan Assessment task
present perfect Individual task
Ability to apply Game or other fun
Present Perfect activities
Continuous Tense
in writing
VIII Students understand and be Ability to identify Observation Group presentation Past Perfect
able to apply the rules of Past Perfect Written followed by question Continuous
Past Perfect Continuous Continuous Tense Assignment/ quiz and answer session Tense
Tense in producing Ability to Self assesment concerning about
sentences differentiate Peer & group topic
between present Assessment Discussion
perfect Teacher Structured group
Continuous, past Assessment task
perfect and past Individual task
perfect Game or other fun
Continuous tense activities
Ability to apply
Past Perfect
Continuous Tense
in writing
IX MID TEST
X Students apply gerund and Ability to define Observation Group presentation Gerund and
infinitive in correct gerund and Written followed by question Infinitive
sentences infinitive Assignment/ quiz and answer session
Ability to Self assesment concerning about
construct Peer & group topic
sentence using Assessment Discussion
gerund and Teacher Structured group
infinitive Assessment task
Individual task
Game or other fun
activities
XI Students apply the rule of Ability to Observation Group presentation Passive Simple
passive sentences in simple recognize the Written followed by question Form (Present,
forms (present, past, and form of passive Assignment/ quiz and answer session Past, and Future
future and modals) and present Self assesment concerning about and modals) and
passive sentences in Ability to Peer & group topic Passive
continuous forms (present construct passive Assessment Discussion Continuous Form
continuous, past present forms Teacher Structured group (present
continuous, and future Ability to examine Assessment task continuous, past
continuous) the form of Individual task continuous, and
passive past Game or other fun future
Ability to activities continuous)
structure passive
past
XII Students apply the rule of Ability to Observation Group presentation Passive Perfect
passive sentences in perfect recognize the Written followed by question form (present
forms (present perfect, past form of passive Assignment/ quiz and answer session perfect, past
perfect, present perfect perfect Self assesment concerning about perfect, present
continuous, and past perfect Ability to Peer & group topic perfect
continuous) and passive compose passive Assessment Discussion continuous, and
sentences in gerund and perfect Teacher Structured group past perfect
infinitive forms Ability to Assessment task continuous) and
recognize the Individual task Passive in
form of passive Game or other fun Gerund and
gerund activities Infinitive Form
Ability to
construct passive
gerund
XIII Students are able to identify Ability to Observation Group presentation Introduction to
Simple sentence type its understand Written followed by Sentence Type
component: simple Sentence Assignment/ quiz question and (Simple
Self assesment answer session Sentence)
Peer & group concerning about
Assessment topic
Teacher Discussion
Assessment Structured group
task
Individual task
Game or other fun
activities
XIV Students are able to identify Ability to differ Observation Group presentation Introduction to
Compound sentence type its simple and Written followed by Sentence Type
component: Transition, and compound Assignment/ quiz question and (Compound
Semicolon Sentence Self assesment answer session Sentence)
Ability to identify Peer & group concerning about
transition words Assessment topic
and use it in Teacher Discussion
compound Assessment Structured group
sentences; task
F,A,N,B,B,O,Y,S Individual task
Ability to identify Game or other fun
Semicolon (;) and activities
use it in
compound
sentences
XV Students are able to identify Ability to differ Observation Group presentation Introduction to
Compound sentence type its simple and Written followed by Sentence Type
component: Conjunctive compound Assignment/ quiz question and (Compound
Adverbs, Correlative Sentence Self assesment answer session Sentence)
Conjunctions Ability to identify Peer & group concerning about
conjunctive Assessment topic
adverbs and use it Teacher Discussion
in compound Assessment Structured group
sentences task
Ability to identify Individual task
correlative Game or other fun
conjunctions and activities
use it in
compound
sentences
XVI Students apply the rule of Ability to Observation Group presentation Parallelism
parallelism (gerund and recognize the Written followed by
infinitive, series) form of Assignment/ quiz question and
parallelism Self assesment answer session
(gerund and Peer & group concerning about
infinitive, Assessment topic
series) Teacher Discussion
Ability to Assessment Structured group
construct task
parallelism Individual task
(gerund and Game or other fun
infinitive, activities
series)
Rubric to Assess Students’ Ability
Grade Skill Indicators YES NO
6 Proficient Maintains consistent grammatical control of complex language, even while
attention is otherwise engaged (e.g. in forward planning, in monitoring others’
reactions).
5 Advanced Consistently maintains a high degree of grammatical accuracy; errors are rare
and difficult to spot.
4 Early Good grammatical control; occasional ‘slips’ or non-systematic errors and minor
Advanced flaws in sentence structure may still occur, but they are rare and can often be
corrected in retrospect.
Shows a relatively high degree of grammatical control. Does not make mistakes
which lead to misunderstanding.
3 Intermediate Communicates with reasonable accuracy in familiar contexts; generally good
control though with noticeable mother tongue influence. Errors occur, but it is
clear what he/she is trying to express.
Uses reasonably accurately a repertoire of frequently used ‘routines’ and
patterns associated with more predictable situations.
2 Early Uses some simple structures correctly, but still systematically makes basic
Intermediate mistakes – for example tends to mix up tenses and forget to mark agreement;
nevertheless, it is usually clear what he/she is trying to say.
1 Beginner Shows only limited control of a few simple grammatical structures and sentence
patterns in a memorised repertoire.
Adapted from the Common European Framework of Reference for Languages: learning, teaching, assessment
A. Evaluation/Assessment
Students’ grades are based on:
Mid-Test 30%
Final Test 35%
Assignment 25%
Classroom Participation 10%
Range Grade
85-100 A
80-84 A-
75-79 B+
70-74 B
65-69 B-
60-64 C+
55-59 C
50-54 C-
40-49 D
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