RPH MINGGU 3

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

 

MINGGU 3

 

DATE/DAY	13.01.2014 (Monday)
CLASS	3A
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	Vocabulary – One word a day Literature - Poem
TOPIC	New word : exacerbate Poem – I Wonder : Paraphrase of the poem & Symbols
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) use the word ‘exacerbate’ correctly in sentences b) explain the meaning of each couplet by paraphrasing the poem
LEARNING EMPHASIS	Vocabulary development, identifying the theme of the poem
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by giving the students’ another new word, which is ‘exacerbate’. She explains its meanings as well as how it can be used in sentences. b) Next, she asks the students if they have ever been curious of the things around them and tells them to share with her some of the things that they will like to know more. She listens as students speak of their curiosity about things. c) Then, she asks if they have ever asked questions to other people but did not get any helpful answers or that their questions were ignored. She tells them that will be the case of a little boy in the poem that they will learn about. d) The teacher directs the students’ attention to the title of the poem and asks them what they have understood from their reading of the poem over the weekend. She listens as students respond. e) After that, she recites the poem and asks them to give appropriate answers for each of the persona’s questions in the poem.  f) After listening to the students’ responses, the teacher explains why the poem starts with a question and ends also with a question. She gets students to think of some reasons why the persona’s father does not answer his son’s questions. She also gets them to identify several symbols that are personified. She listens to students’ responses. g) Next, she gives them a paraphrase of the poem which the students will take down as notes. h) Before the class ends, she asks them to identify two themes of the poem by looking at each stanza’s paraphrase.
REFLECTION	Only 1 student asked a question on the purpose of man’s presence on Earth. But some responded when they were asked if their questions about things were ever ignored by adults. They were also able to explain two reasons for this, which are their questions were immature or that adults were not interested at all to find out answers. Almost all of them were able to answer the persona’s questions in the poem. By doing so, they understood the meaning of the poem. They also learned symbols that are personified and were able to identify the correct symbols. The last task which was to identify the theme was a bit difficult as they were unsure of the differences between meaning and theme. The teacher had to give 1 example of a theme before a few students could guess the second correct theme.

 

DATE/DAY	13.01.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	1: Knowing Me, Knowing You
TOPIC	Building blocks – family tree
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) 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 continues last week’s lesson that was not completed by moving 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. b) 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 example of questions and the structure to use in their answers which the students can refer to when they ask their friends. c) 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. The class listens as the 4 pairs of students do role play. d) After listening to the students, the teacher writes on the board examples of questions and correct answers that the students have used. They were also given words to describe relationships between people in a family tree. The students are asked to take these down into their exercise books. h) Before the end of the class, 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	The teacher only managed to get to ask 2 pairs of students to do the role play as many students were reluctant to try. They learned some new words from the family tree but did not get to copy all of the words. The teacher will give them these words again on Wednesday as Tuesday is a public holiday.

 

DATE/DAY	14.01.2014 (Tuesday)
CLASS	3N
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	There is no learning objective on this day
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	a) There are no instructional procedures for this class on this day
REFLECTION	The school is closed in conjunction with Maulidur Rasul’s celebration which is a public holiday.

 

DATE/DAY	14.01.2014 (Tuesday)
CLASS	1L
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	There is no learning objective on this day
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	a) There are no instructional procedures for this class on this day
REFLECTION	The school is closed in conjunction with Maulidur Rasul’s celebration which is a public holiday.

 

DATE/DAY	14.01.2014 (Tuesday)
CLASS	1A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	There is no learning objective on this day
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	a) There are no instructional procedures for this class on this day
REFLECTION	The school is closed in conjunction with Maulidur Rasul’s celebration which is a public holiday.

 

DATE/DAY	14.01.2014 (Tuesday)
CLASS	3A
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	There is no learning objective on this day
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	a) There are no instructional procedures for this class on this day
REFLECTION	The school is closed in conjunction with Maulidur Rasul’s celebration which is a public holiday.

 

DATE/DAY	15.01.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 1: Knowing Me, Knowing You
TOPIC	Building Blocks – Family Tree Language In Action – Talking about keeping pets
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about their families and friends b) to learn sentence patterns used for introducing oneself and one’s pet
LEARNING EMPHASIS	Reinforcement of sentence patterns
INSTRUCTIONAL PROCEDURES	a) The teacher continues last Friday’s lesson by asking 4 students to talk about their families and friends based on what 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. b) 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. The rest of the class is to pay attention. c) Then, the teacher draws students’ attention to the pictures in their textbooks that show people and their pets. She get students to talk about the pictures by asking some questions related to the pictures. d) Next, the teacher reads out a conversation between a boy and his uncle on their pets. The students are asked to listen. The teacher pauses at the targeted sentence patterns and will ask questions to help them be aware of the sentence patterns used for talking about one’s pet. The questions will help them to use the sentence patterns. e) Before the end of the lesson, the teacher tells the students to take down some questions on the board that are related to the topic and this will further help them to reinforce understanding of the targeted sentence patterns.
REFLECTION	This lesson was completed. The students were able to talk about the pictures when the teacher asked. Then, when asked further questions while listening to the conversation, they were also able to respond appropriately.

 

 

DATE/DAY	15.01.2014 (Wednesday)
CLASS	3A
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	Literature – Novel: Around The World In 80 Days
TOPIC	Chapter 1: Phileas Fogg Finds A New Butler
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) name the main character in the novel and his new butler b) list Phileas’ physical and personal attributes
LEARNING EMPHASIS	Description of people
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to look at the cover of the novel and gets them to brainstorm what the novel will be about. She listens to students’ responses. b) Then, she tells them to look at the title of the first chapter and asks them to guess what kind of a person is Phileas Fogg and what is a butler. Next, the teacher reads the first chapter but pauses at certain sentences in order to stress on the personality and physical attributes of Phileas Fogg. She also gets them to think of his lifestyle and the kind of person his new butler will be. c) After the end of that reading, the teacher asks the students to describe Phileas Fogg and Jean Passepartout, his new butler. She also gets them to give evidence from the first chapter on things such as Phileas’ lifestyle and Jean’s opinion of his new master. d) Before the class ends, the students are asked to take down notes on the first chapter.
REFLECTION	The first chapter was not completed. The reading will be continued on Friday. The teacher found out that students had very little to say when asked to brainstorm on the cover of the book as well as the title of the first chapter. The students; however, were able to answer the teacher’s question when she paused to ask them on Phileas’ personality and

 

DATE/DAY	15.01.2014 (Wednesday)
CLASS	1L
TIME	4.00 – 5.10 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 continues the lesson by writing on the board how they should have answered when the questions that were given last week. 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 was not done as the students were stranded during a heavy downpour. They had to wait until the rain stopped. But unfortunately, there was very little time left. Hence, this lesson will be continued to next Wednesday.

 

DATE/DAY	16.01.2014 (Thursday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	1: Knowing Me, Knowing You
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about one’s pet, hobby and ambition b) practise the vocabulary learned c) to practise sentence patterns related to the topic
LEARNING EMPHASIS	Multiple intelligence – verbal linguistic, intrapersonal, interpersonal Learning how to learn – active listening
INSTRUCTIONAL PROCEDURES	a) In this lesson, the teacher draws students’ attention to the pictures that show hobbies, pets and occupations. She asks the students to identify the hobbies, pets and occupations. b) Then, she asks them to work in pairs and share what they see in the pictures by asking their partners sentence patterns that the teacher has written on the board. The students are to ask and answer questions based on the pictures. c) Once this activity is done, the teacher invites all of the students to share with the class. d) The second activity starts by the teacher directing all of the students to find two or three other students who want to have the same pet, hobby, sport or ambition. They are to shout ‘Bingo’ when they find three classmates who have the same pet, hobby, sport or ambition. e) At the end of this second activity, the teacher invites all of the students to report on the names of the students who share the same pet, hobby, sport or ambition. f) Before the class ends, the teacher stresses on the sentence patterns that they have learned in class.
REFLECTION	This lesson was not completely finished yet. The teacher did not get to ask the students to report on their findings for the second activity. This will have to be done on Friday. However, the students had fun doing the two activities. The teacher found out that not all of them practiced using the targeted sentence patterns. Some were heard to use Malay language. The teacher reminded them that they are to learn to speak in English at all times during the lesson even if they make mistakes, which is essential in the learning process.

 

DATE/DAY	16.01.2014 (Thursday)
CLASS	3N
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Grammar – Subject verb-agreement
TOPIC	Learning how to use singular nouns with singular verbs
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) match singular nouns with singular verbs
LEARNING EMPHASIS	Remedial exercises
INSTRUCTIONAL PROCEDURES	a) The teacher revises previous lesson by asking students to explain what singular nouns and singular verbs are. She asks a few students and listens to their responses. b) Next, she gets them to answer 2 exercises where they are to match singular nouns with the best singular verbs and another exercise where they are to fill in blanks with correct singular verbs. c) She gives them 20 minutes to do this on their own. At the end of this time, the teacher asks the students to answer on the board. She checks their answers and explains any errors. d) Before the class ends, the teacher asks the students to explain what singular nouns and singular verbs are again.
REFLECTION	This lesson was completed. When the teacher asked the students to explain the meanings of singular nouns and verbs, a lot of them were not sure of their answers. Clearly they were still not confident of what singular nouns and verbs are. But in the exercise, most of them were able to answer. More exercise will be given to make sure they understand how to write complete sentences that use singular nouns and singular verbs.

 

DATE/DAY	16.01.2014 (Thursday)
CLASS	IL
TIME	5.45- 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 continues the lesson by writing on the board how they should have answered when the questions that were given last week. 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 was postponed. The reason is because the school assembly was held from 5.10 – 6.20 pm on this day. This lesson will be continued next week.

 

DATE/DAY	17.01.2014 (Friday)
CLASS	1A
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Unit 1: Knowing Me, Knowing You
TOPIC	Language In Use Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) practise sentence patterns related to the topics under Language In Use and Having Fun b) share and talk about oneself
LEARNING EMPHASIS	Multiple intelligence – verbal linguistic, intrapersonal, interpersonal Learning how to learn – active listening
INSTRUCTIONAL PROCEDURES	a) Before the teacher can move on to the next topic, she reminds the students that they have to present their findings for Thursday’s lesson which is to report on the names of the students who share the same pet, hobby, sport or ambition. The teacher asks for 6 volunteers to report on their findings. b) At the end of this presentation, the teacher summed up last Thursday’s lesson. c) Next, she begins the topic under Having Fun by drawing students’ attention to a picture. She asks several questions to the students in order to get them to be ready for the Show and Tell task. The questions will try to elicit answers on previously learned topics on pets, hobbies and family life. Everyone is encouraged to contribute to this discussion. d) After that, the students are asked to get into groups of 5 students. The class will have 6 groups where each group will sit in a semi-circle. Each group member will take turns to show and tell about their hobby, pet and family. The teacher encourages other students to ask questions during the show and tell session. Their questions should follow the targeted sentence patterns, which the teacher will write on the board for the students to refer to. e) The teacher facilitates by giving guidance and checking on each group’s presentation. f) At the end of this session, the teacher asks the students if they have tried to use the targeted sentence patterns when asking their classmates and reminds them to take part actively in such activities.
REFLECTION	This lesson was not completed. The students did not get to sit in semi-circles and conduct the show and tell session. This session will be postponed to Monday next week. However, 6 students presented their findings for previous Thursday’s lesson and they were able to speak confidently. The students made some grammatical errors but nonetheless, they have tried to use the targeted sentence patterns.

 

DATE/DAY	17.01.2014 (Friday)
CLASS	3N
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Grammar – Subject-verb agreement
TOPIC	Learning how to write short sentences with four words
LEARNING OBJECTIVES	At the end of this lesson, students will be able to: a) write short sentences with four words b) match singular nouns with singular verbs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) Before teaching the students how to write short sentences with four words, the teacher revises previous lesson on singular nouns and singular verbs. She asks the students to give her singular nouns and singular verbs on the board. The form should be : singular noun + singular verb b) Once the students remember, the teacher moves on to teaching them how to write short sentences with four words. She gives them some examples by stressing that the nouns must be placed at the front of a sentence while the verb is subsequently after the main noun. The other two words will be objects. c) She also asks them to give her more singular nouns and singular verbs so that she can illustrate how more short sentences with four words can be constructed d) After that, she asks the students to do a simple exercise where they are to match first half of sentences with their second half. The first half will consist of singular nouns and singular verbs while the second half will be made up of objects of a sentence. This is done within 20 minutes with the students doing it on their own before the teacher discusses the answers with them. e) Next, she gives them another more difficult task where the nouns and verbs are given but the object parts of the sentences are missing. She explains what the nouns and verbs mean. She tells them to give her the missing part of each sentence. This is done by asking all of the students to try. f) When these two activities are done, the teacher sums up the lesson by explaining all of the short sentences that are written on the board and reminds them that this is the way to write correct sentences using singular nouns and singular verbs.
REFLECTION	This lesson could not be completed. The teacher only managed to introduce the short sentences using the nouns, verbs and objects. The lesson only focused on the students giving the teacher examples of singular nouns and singular verbs which the teacher used to complete the sentences as she filled in the blanks with suitable objects. The students were still very slow in their understanding of the object part of a sentence due to their limited vocabulary. However, the second half of this lesson will be carried out next week.

 

 

DATE/DAY	17.01.2014 (Friday)
CLASS	3A
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	Literature – Novel: Around The World In 80 Days
TOPIC	Chapter 1:Phileas Fogg Finds  A New Butler
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) name the club that Phileas is a member of b) identify the reason why Phileas accepts the challenge to travel around the world c) state the terms of the challenge before Phileas can win the bet
LEARNING EMPHASIS	Multiple intelligence – verbal linguistic
INSTRUCTIONAL PROCEDURES	a) The teacher decides to test students’ understanding of what they have learned previously about Phileas Fogg by asking them to state his physical and personal attributes as well as the reason for hiring a new butler. b) Then, she continues reading the first chapter for them in class. She will pause to ask question that will help the students to understand Phileas’ membership in the Reform Club and why the topic of a burglary triggers the interest to prove that a man can travel around the world in 80 days. c) At the end of the reading, the teacher asks a few more questions to the students in order to check their understanding of the reading d) After that, she gives them some notes on the first chapter, which the students take down into their books. e) Before the class ends, the teacher reminds them that they will read the second chapter on the last week of January.
REFLECTION	This lesson has to be postponed to the last week of this month. This is because the teacher had decided to use the double periods to beautify the classroom such as hanging up the curtains and setting up two classroom notice boards.