RPH MINGGU 2

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

MINGGU 2

DATE/DAY	06.01.2014 (Thursday)
CLASS	3A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Vocabulary – One word a day Grammar – Revision
TOPIC	Simple Present Tense
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) define simple present tense by explaining that it is used to describe events that happen now, to describe feelings and emotions as well as to describe habits b) tick correct if the verbs are used correctly in the simple present tense c) tick wrong if the verbs are not used correctly in the simple present tense d) define the meaning of the word ‘abyss’ and use it correctly
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher starts the class by introducing the new word ‘abyss’ by giving its definition, its synonyms and how to use it in several sentences. b) Next, she tells the students to define the meaning of simple present tense. She calls for volunteers to give examples of sentences. c) Then, she gives them a simple exercise where the students are to tick correct if the verbs are used correctly in the simple present tense and tick wrong if the verbs are not used correctly in the simple present tense. If it is wrong, the students are to rewrite the correct phrase using simple present tense. d) Before the class ends, the teacher reminds the students that they will revise on simple past tense tomorrow.
REFLECTION	From this lesson, the teacher found out that some of the students have forgotten what simple present tense means. But when asked to complete the simple exercise, most of them could identify the correct and wrong phrases. Their comprehension is estimated at about 80%.

DATE/DAY	06.01.2014 (Monday)
CLASS	1A
TIME	3.25 4.00 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	None
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	a) The teacher does not enter this class during this 1 period. The reason for this is the new Form 1 students will be involved in the orientation week from the first to the seventh periods. b) Therefore, the teacher will be preparing her lessons for the coming days
REFLECTION	No lesson was conducted for this class on this date.

DATE/DAY	06.01.2014 (Monday)
CLASS	1L
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	None
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	a) The teacher does not enter this class during this 1 period. The reason for this is the new Form 1 students will be involved in the orientation from the first to the seventh periods. b) Therefore, the teacher will be preparing her lessons for the coming days.
REFLECTION	No lesson was conducted for this class on this date.

DATE/DAY	06.01.2014 (Monday)
CLASS	3N
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	Grammar - Revision
TOPIC	Learning about nouns
LEARNING OBJECTIVES	At the end of the lesson, students will be able to: a) define what nouns are by giving examples of objects that can be seen and cannot be seen or touched b) differentiate between singular and plural nouns by giving nouns that are singular and plural
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students what nouns are. If they have difficulty in explaining, the teacher asks them to give examples of objects in the classroom that can be seen. So, the students will name objects such as tables, chairs, fans, school bags and pens to name a few. From this the teacher explains that nouns are objects that can be seen as well as things that cannot be seen or touched such as the wind and the air. b) Next, the teacher further asks the students to identify objects in the classroom that are one and objects that are more than one. If the students can group the objects according to being only one and being more than one, the teacher continues to the idea that objects come in the form of singular and plural. c) The teacher asks the students to give more examples of nouns that are in singular and plural forms. This is done in the form of a table for the students to read. d) Before the end of this lesson, the teacher asks the students to give examples of singular and plural nouns.
REFLECTION	The teacher found out that almost all of the students did not know the meaning of nouns. The idea of singular and plurality was not too difficult for them once the teacher explains what singular and plural mean. Comprehension is about 50%

DATE/DAY	07.01.2014 (Tuesday)
CLASS	3A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Vocabulary – One word a day Grammar – Revision
TOPIC	Simple Past Tense, Present Continues Tense and Past Continuous Tense
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) define simple past tense by explaining that it is used to describe events that have happened b) define present and past continuous tense by giving their forms in sentences d) define the meaning of the word ‘baffle’ and use it correctly
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher starts the class by introducing the new word ‘baffle’ by giving its definition, its synonyms and how to use it in several sentences. b) Next, she tells the students to define the meaning of simple past tense. She calls for volunteers to give examples of sentences. c) Then, when the students have understood what simple past tense is, she moves on to present and past continuous tenses. She asks some students their forms by giving example of sentences. The teacher listens to the students responses. d) After that, the teacher gives the teachers some notes in the form of structures for present and past continuous tenses. e) Next, the teacher gives the students a short exercise where the students are to identify the correct form of present and past continuous tenses. She gives them 10 minutes to do this on their own. f) At the end of this time, she calls some students to write their answers and the teacher checks their answers. d) Before the class ends, the teacher gives them another exercise to be completed at home where they are to construct 4 sentences using present and past continuous tenses. This exercise will be submitted on Monday next week.
REFLECTION	From this lesson, the teacher found out that most of the students still remember how present and past continuous tenses look like. They were able to give a few correct sentences. Their understanding is estimated at about 70%.

DATE/DAY	07.01.2014 (Tuesday)
CLASS	1A
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Icebreaking and Spelling Quiz
TOPIC	None
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) remember the teacher’s name b) be punctual to class c) spell simple words that are associated with school life
LEARNING EMPHASIS	Spelling of common nouns
INSTRUCTIONAL PROCEDURES	a) The teacher introduces herself to the new Form 1 students and she also gets to know each of them by name. b) Then, she explains to them what to expect in English language class for this year as well as classroom rules regarding punctuality and attention on lessons. c) In order to get to know the students’ language ability, the teacher conducts a simple spelling test. She tells them to write their answers in their exercise books. She reads out the words while the students spell them out. At the end of 20 words, the teacher spells out the words on the board and the students check their own work. d) Before the end of the lesson, the teacher reminds the students to revise the wrongly spelt words as she will test them again on the same words.
REFLECTION	This lesson could not be fully completed. The reason for this is because the students only returned from the hall after their dental care talk at 3.55 pm. Hence, the teacher could only get to know the students and not carry out the spelling test.

DATE/DAY	08.01.2014 (Wednesday)
CLASS	3N
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Grammar – Revision
TOPIC	Learning about verbs
LEARNING OBJECTIVES	At the end of the lesson, students will be able to: a) define what verbs are by giving examples of verbs b) differentiate between singular and plural verbs by giving verbs that are singular and plural
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students what verbs are. If they have difficulty in explaining, the teacher does some actions in the class and asks them to guess what she is doing. The students will try to describe the actions and the teacher writes down their answers on the blackboard. b) Next, the teacher tells them that verbs can also be categorized into singular and plural verbs just like nouns. So, with the verbs written on the board, she gives their singular and plural forms. The teacher explains that singular verbs will have ‘s’ ending while plural verbs do not have any ‘s’ ending. c) After that, she gives them a simple exercise where they are to categorise verbs into either singular or plural verbs in a given table. The teacher gives them 15 minutes to do this with their friends. At the end of the time, she writes down the answers while the students check. d) Before the class ends, she asks the students to explain what singular and plural verbs are by giving some examples of verbs that they have learned in class.
REFLECTION	The teacher found out that the students get themselves confused when they assumed that singular verbs will not have ‘s’ ending like singular nouns. But through the exercise, some were able to give correct answers. When asked to give more examples, some gave correct answers while some still made mistakes. More exercises are to be given to these students.

DATE/DAY	08.01.2014 (Wednesday)
CLASS	1L
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Icebreaking and Spelling Quiz
TOPIC	None
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) remember the teacher’s name b) be punctual to class c) spell simple words that are associated with school life
LEARNING EMPHASIS	Spelling of common nouns
INSTRUCTIONAL PROCEDURES	a) The teacher introduces herself to the new Form 1 students and she also gets to know each of them by name. b) Then, she explains to them what to expect in English language class for this year as well as classroom rules regarding punctuality and attention on lessons. c) In order to get to know the students’ language ability, the teacher conducts a simple spelling test. She tells them to write their answers in their exercise books. She reads out the words while the students spell them out. At the end of 20 words, the teacher spells out the words on the board and the students check their own work. d) Before the end of the lesson, the teacher reminds the students to revise the wrongly spelt words as she will test them again on the same words.
REFLECTION	This lesson found out that only 1 student scored 20/20, 3 students scored 19/20 and only 1 student scored 18/20. The remaining scored very poorly which is less than 14/20.

DATE/DAY	08.01.2014 (Wednesday)
CLASS	3A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	One word a day Writing – Pictorial composition
TOPIC	Writing an essay with 6 pictures
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) underline key words in the rubric b) identify the correct tense for the essay c) identify useful vocabulary for the essay d) write a paragraph for the introduction e) use the new word correctly
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by giving the students another new word which is ‘callow’. She writes its meaning and synonyms as well as example of sentences that use this word. The teacher explains all this before moving on to the essay writing exercise b) She distributes worksheets that contain a question on pictorial composition. She tells the students to read the question and to study the pictures as well as notes given under each picture. c) Next, the teacher explains that in order to write confidently, the students need to follow 6 crucial steps. Firstly, she guides them to read the question for the first time. Second, she tells them to read the question for the second time and to underline key words at the same time. Thirdly, she gets them to identify the correct tense, format and useful vocabulary for the essay. Fourthly, she tells them to write their first paragraph for the essay which is the introduction on their own by using all of the notes given under the picture. d) This is done as homework where they are to present their work tomorrow to the teacher. e) Before the class ends, the teacher stresses on the importance of writing a strong introduction in order to create a strong impression on the part of the reader.
REFLECTION	This lesson revealed that students never followed any steps before writing an essay. However, the students already know of the importance of beginning their first sentence with a background to time and place such as ‘One day’, ‘During the last school holidays’ and ‘Last weekend’ to name a few.

DATE/DAY	09.01.2014 (Thursday)
CLASS	1L
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	1: Knowing Me, Knowing You
TOPIC	Talking about self, family and interests
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about themselves, their families and their interests b) talk about family and interest in a given picture
LEARNING EMPHASIS	Using language to share about oneself, one’s family and interests as well as to comment about the interest and families of other people in pictures
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to explain what the title of the chapter means by asking them to answer some questions. The teacher gives hints like hobbies, pets, family, likes and dislikes in order to help the students. b) Next, the teacher draws their attention to the given picture in the book. She asks them what they see, who the people are in the picture and what they are doing. c) Once the students have finished answering the teacher’s questions, the teacher writes on the board how they should have answered when the questions were given. The students are to copy these down into their exercise books. d) Before the lesson ends, the teacher reminds the students to bring their books again on Friday.
REFLECTION	This lesson could not be done at all. The reason is because they students had to attend a talk on the dental care at the school hall which will begin from the first to the fourth periods. The teacher had to postpone this lesson to Friday.

DATE/DAY	09.01.2014 (Thursday)
CLASS	1A
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	1: Knowing Me, Knowing You
TOPIC	Talking about self, family and interests
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about themselves, their families and their interests b) talk about family and interest in a given picture
LEARNING EMPHASIS	Using language to share about oneself, one’s family and interests as well as to comment about the interest and families of other people in pictures
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to explain what the title of the chapter means by asking them to answer some questions. The teacher gives hints like hobbies, pets, family, likes and dislikes in order to help the students. b) Next, the teacher draws their attention to the given picture in the book. She asks them what they see, who the people are in the picture and what they are doing. c) Once the students have finished answering the teacher’s questions, the teacher writes on the board how they should have answered when the questions were given. The students are to copy these down into their exercise books. d) Before the lesson ends, the teacher reminds the students to bring their books again Friday.
REFLECTION	This lesson was not completed. The reason being is the teacher only distributed the new textbooks on this day and the students had to fill in their books’ registration numbers. After that, the teacher explains what they will learn in this year and the function of the book. The teacher could only get the students to talk about the picture. The sample sentences will be given on Tuesday next week. The lesson also revealed that most of the students were still reluctant to talk and the few who did had to be coaxed into standing up in order to say something. The teacher will have to be patient as the students still need time to adapt themselves to the new learning environment

DATE/DAY	09.01.2014 (Thursday)
CLASS	3A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	One word a day Writing – Pictorial composition
TOPIC	Writing an essay with 6 pictures (continuation)
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) underline key words in the rubric b) identify the correct tense for the essay c) identify useful vocabulary for the essay d) write a paragraph for the introduction e) use the new word correctly
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) Before continuing with the previous writing assignment, the teacher has to introduce the fourth new word which is ‘decrepit’. She gives them its meaning, synonyms and sample sentences that use this word. b) After explaining these to the students, the teacher asks the students what they have learned on the previous Wednesday. The students are expected to say that they have learned how to write an introduction for a pictorial composition. The students are also expected to have done this paragraph at home. So, the teacher calls 3 students to read out their introductions to the class. She listens as these students read and later comments on each person’s writing. She picks the best paragraph and highlights its weaknesses as well as its strengths. c) The teacher then writes a sample paragraph for the introduction and asks the students to copy this into their exercise books. She stresses on the usage of adverbs and adjectives as well as sequence connectors in the paragraph. d) Before the class ends, the students are reminded to complete the rest of the essay at home as homework, which must be handed in on Monday next week.
REFLECTION	The teacher found out that 2 out of the 3 paragraphs given by the three students were quite remarkable as the 2 students were able to elaborate confidently and contained no grammatical mistakes. However, the teacher still needs to read the other students’ essays before any further comments can be given. This will depend on their first completed essay.

DATE/DAY	09.01.2014 (Thursday)
CLASS	3N
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Grammar quiz on nouns and verbs
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) give singular and plural forms for nouns b) give singular and plural forms for verbs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) Before beginning the quiz, the teacher revises with the students on previously learned topics on verbs and nouns. The students are asked to read their work on nouns and verbs for 5 minutes after listening to the teacher’s explanation. b) Next, she distributes empty A4 papers which the students will use to write their answers. The students are reminded to not do any discussion with their friends during the quiz. c) Two exercises are given on the board. The students fill in 2 tables where they are to choose and write suitable singular and plural forms of nouns and verbs. d) At the end of the given time, the teacher writes down the correct answers and the students check their answers. e) Before the class ends, the teacher revises the answers with the students and explains why most of them still make mistakes. f) Students hand in their quiz papers for the teacher to recheck.
REFLECTION	The quiz revealed that almost all of the students could categorize singular and plural forms of nouns correctly. However, they get confused when asked to give singular and plural forms of verbs in the second exercise where they are to guess what the teacher was doing and then to give the correct singular and plural form of the verbs. The teacher will test their understanding next week when she introduces subject verb-agreement.

DATE/DAY	10.01.2014 (Friday)
CLASS	IL
TIME	4.00 – 4.35 pm
SUBJECT	English
UNIT	1: Knowing Me, Knowing You
TOPIC	Talking about self, family and interests
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about themselves, their families and their interests b) talk about family and interest in a given picture
LEARNING EMPHASIS	Using language to share about oneself, one’s family and interests as well as to comment about the interest and families of other people in pictures
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to explain what the title of the chapter means by asking them to answer some questions. The teacher gives hints like hobbies, pets, family, likes and dislikes in order to help the students. b) Next, the teacher draws their attention to the given picture in the book. She asks them what they see, who the people are in the picture and what they are doing. c) Once the students have finished answering the teacher’s questions, the teacher writes on the board how they should have answered when the questions were given. The students are to copy these down into their exercise books. d) Before the lesson ends, the teacher reminds the students to bring their books again Monday next week.
REFLECTION	In order to get the students to respond, the teacher has asked them to tell her about their hobbies. This was done by asking them if they do certain activities such as reading, swimming, fishing, cooking, gardening and watching television to name a few. Then she explained that telling about one’s hobby is in fact sharing information about one’s interests. Next, the teacher modified this lesson plan in order to get the students to ask other people. They are to ask the person next to them where her or she lives. They were given 5 minutes to take turns to ask each other. Next, the teacher called two students to act this out in front of the class so that everyone could hear how the students take turns to ask each other. However, the teacher did not get to give sample questions and answers for the students to practise. This will be done next week on Monday.

DATE/DAY	10.01.2014 (Friday)
CLASS	IA
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	1: Knowing Me, Knowing You
TOPIC	Talking about self, family and interests Building blocks – family tree
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about themselves, their families and their interests b) talk about family and interest in a given picture c) make connections how people are related in a family tree by identifying their relationship to each other
LEARNING EMPHASIS	Using language to share about oneself, one’s family and interests as well as to comment about the interest and families of other people in pictures
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to explain what the title of the chapter means by asking them to answer some questions. The teacher listens to their responses. b) In order to get them to understand what the title means, she asks them about their favourite hobbies, the number of people in their family and where they live. The teacher explains that by asking these questions, the students have helped the teacher to know more about them. c) Next, the teacher draws their attention to the given picture in the book. She asks them what they see, who the people are in the picture and what they are doing. d) Once the students have finished answering the teacher’s questions, the teacher writes on the board how they should have answered when the questions were given. The students are to copy these down into their exercise books. e) After that, the teacher moves on to the next topic which is on building blocks where the students are asked to look at a family tree that shows two families. She asks questions on what the students can see on the family tree. The students will use words such as people, grandfather, grandmother, father and mother to name a few. So, the teacher introduces the targeted vocabulary (related to the family tree) by asking the students to repeat words after her. f) Later, the students are asked to introduce themselves by working in pairs. They are to take turns to ask each other about their names, age, hobby and favourite food. The teacher gives a structure whereby the students can refer to when they ask their friends. g) At the end of this brainstorming, the teacher calls for any volunteers to introduce each other in class. The teacher chooses as many as 4 pairs of students for this exercise. h) Before the class ends, the teacher stresses on the importance of using correct words to signal relationships in a family tree and that the students are encouraged to find out more about their friends by using the English language.
REFLECTION	This lesson could not be completed. The teacher could not get the 4 pairs of students to ask each other as there was not enough time. This lesson will be continued on Tuesday next week. The teacher observed that the students were more willing to take part in class and they showed more interest in answering the teacher’s question.