RPH MINGGU 4

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

 

MINGGU 4

 

DATE/DAY	20.01.2014 (Monday)
CLASS	3A
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	Vocabulary – One word a day Writing – Pictorial composition
TOPIC	New word : fraud Revision of the first pictorial composition
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) use the word ‘fraud’ correctly in sentences b) avoid making grammatical mistakes
LEARNING EMPHASIS	Vocabulary development,
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by giving the students’ another new word, which is ‘fraud’. She explains its meanings as well as how it can be used in sentences. b) Next, she asks the students to look at their previously marked essays on the pictorial composition. She introduces the symbols that are used to mark their essays by explaining what each symbol means. Each symbol will represent a different error. c) She also shows the kinds of mistakes that they make in their essays and how to correct them. d) Then, she explains how the pictorial composition should be written by giving them a sample essay, which the students take down into their exercise books. e) Before the end of the lesson, students are reminded of the 7 steps to writing better essays as they need to follow the steps before writing any written assignments in the form of essays.
REFLECTION	This lesson was not completed. However, the teacher decided not to give them any sample essay as there were 3 students’ essays that the class can refer to. The teacher also found out that the most common type of mistakes that the students did was when they used past continuous tense. The teacher did not get to explain this further as students asked a lot of questions on their essays. This will be done in the next lesson.

 

DATE/DAY	20.01.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	2: Hobbies
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about hobbies in the given pictures
LEARNING EMPHASIS	Using language to share about one’s hobbies
INSTRUCTIONAL PROCEDURES	a) The teacher guides the students to talk about the title, “Hobbies” by asking them some questions that will get them to define the word ‘hobbies’ and to list hobbies that teenagers like. b) Then, the teacher draws students’ attention to the given pictures. She asks them to describe the kind of activities that are done in the pictures. c) Next, she also leads all of the students to discuss the hobbies in the picture by asking them which hobbies that they like or dislike. She also gets them to give reasons why the like or dislike certain hobbies. For this, the teacher gives them some sentence patterns which the students can use to answer her questions. d) Before the end of the lesson, the teacher reminds them to use the sentence patterns when they want to express their likes or dislikes.
REFLECTION	This lesson was completed. The students could identify the activities in the picture, state which hobbies are more interesting or not as well as reasons for their choices.

 

DATE/DAY	21.01.2014 (Tuesday)
CLASS	3N
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Grammar – Subject-verb agreement
TOPIC	Plural nouns with plural verbs
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct short sentences with four words b) match plural nouns with plural verbs
LEARNING EMPHASIS	Remedial grammar work
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to give examples of plural nouns and plural verbs. She writes their answers on the board by dividing them into nouns and verbs b) Next, the teacher uses the students’ answers by illustrating on the board how short sentences with 4 words can be constructed. She divides the nouns and verbs into columns with the other two words which form the object part of a sentence in another column. She explains why the two words become objects. c) Then, the teacher tells the students that they are to try constructing their own short sentences. She gives the nouns and verbs but asks the students to give the objects. After they are familiar with the routine, she tells them to give her their own complete short sentences. d) Before the class ends, she asks them to give her the three main components of a sentence.
REFLECTION	This lesson was completed. But students were still unsure of what objects are. However, they could give plural nouns and suitable plural verbs. More exercises will be given to help them understand how to construct short sentences.

 

DATE/DAY	21.01.2014 (Tuesday)
CLASS	1L
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Unit 2: Hobbies
TOPIC	Building Blocks Doing PBS: B2DL1E1
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) name the hobbies in the given pictures b) pronounce the targeted vocabulary
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) Teachers get students to look at the given pictures. She asks them to identify the kind of hobbies in the pictures. Students are expected to respond by giving the types of hobbies. b) Then, the teacher plays the Audio-Video DVD to allow students to listen and practise saying aloud the hobbies. She pauses after each picture to allow all of the students to internalize the targeted vocabulary. She makes sure that all of them participate actively. She replays if necessary. c) The teacher then writes the targeted vocabulary on the board. Students are told to take these down into their exercise books. d) Next, the teacher gets the students to look at the pictures again. She asks them to identify where each activity in each picture are carried out. e) After that, students are told to work in pairs. One student invites another student to join him/her in carrying out their favourite hobby. The teacher writes the sentence patterns that they must use in their conversation. f) Students do this as part of their PBS assessment. The teacher walks around the class to listen to what each pair of students do and say. g) Before the class ends, the teacher asks the students to repeat the learnt sentence patterns.
REFLECTION	This lesson was not completed. The reason is because most of the students did not understand what they should do for the pair work. The teacher took a long time to illustrate to them how to do the activity. Hence, the teacher could not complete the PBS assessment. It will be continued again on Wednesday.

 

DATE/DAY	21.01.2014 (Tuesday)
CLASS	1A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	2: Hobbies
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about hobbies in the given pictures
LEARNING EMPHASIS	Using language to share about one’s hobbies
INSTRUCTIONAL PROCEDURES	a) The teacher guides the students to talk about the title, “Hobbies” by asking them some questions that will get them to define the word ‘hobbies’ and to list hobbies that teenagers like. b) Then, the teacher draws students’ attention to the given pictures. She asks them to describe the kind of activities that are done in the pictures. c) Next, she also leads all of the students to discuss the hobbies in the picture by asking them which hobbies that they like or dislike. She also gets them to give reasons why the like or dislike certain hobbies. For this, the teacher gives them some sentence patterns which the students can use to answer her questions. d) Before the end of the lesson, the teacher reminds them to use the sentence patterns when they want to express their likes or dislikes.
REFLECTION	This lesson was completed. Students participated actively. They gave a lot of reasons for their likes or dislikes of certain hobbies.

 

DATE/DAY	21.01.2014 (Tuesday)
CLASS	3A
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Writing
TOPIC	Recount (2011 PMR English Paper 2 from Terengganu)
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct an introductory paragraph for the recount by writing two or three sentences that will form a general idea of the whole essay b) use simple past tense in their introductory paragraph
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by distributing copies of the 2011 PMR English Paper 2 from Terengganu to each student. She tells them to study the paper for 5 minutes. b) Then, she gets them to use the 6 steps to writing better essays. Firstly, she tells them to read the instruction for the question. Next, they are to read the instruction for the second time. While doing this, they are also asked to identify the key words by highlighting them with either a highlighter or a pen. c) After that, the teacher tells them to identify the tense, vocabulary and the format for a recount. She stresses on the number of paragraphs they must write if they see a question with only four pictures. d) Then, the teacher gets the students to focus on the first paragraph, which is to write the introduction. She introduces words or phrases that be used to write the first sentence and shows how they are used. e) This work is assigned as homework which will be discussed in class on Wednesday.
REFLECTION	This lesson was completed. The students followed the steps and could give appropriate vocabulary. Further progress will have to wait as this lesson will be continued on Wednesday.

 

DATE/DAY	22.01.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 2: Hobbies
TOPIC	Building Blocks Doing PBS: B2DL1E1
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) name the hobbies in the given pictures b) pronounce the targeted vocabulary
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) Teachers get students to look at the given pictures. She asks them to identify the kind of hobbies in the pictures. Students are expected to respond by giving the types of hobbies. b) Then, the teacher plays the Audio-Video DVD to allow students to listen and practise saying aloud the hobbies. She pauses after each picture to allow all of the students to internalize the targeted vocabulary. She makes sure that all of them participate actively. She replays if necessary. c) The teacher then writes the targeted vocabulary on the board. Students are told to take these down into their exercise books. d) Next, the teacher gets the students to look at the pictures again. She asks them to identify where each activity in each picture are carried out. e) After that, students are told to work in pairs. One student invites another student to join him/her in carrying out their favourite hobby. The teacher writes the sentence patterns that they must use in their conversation. f) Students do this as part of their PBS assessment. The teacher walks around the class to listen to what each pair of students do and say. g) Before the class ends, the teacher asks the students to repeat the learnt sentence patterns.
REFLECTION	This lesson was completed. The students also completed their PBS assessment.

 

 

DATE/DAY	22.01.2014 (Wednesday)
CLASS	3A
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	Writing
TOPIC	Recount (2011 PMR English Paper 2 from Terengganu)
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct an introductory paragraph for the recount by writing two or three sentences that will form a general idea of the whole essay b) use simple past tense in their introductory paragraph
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher calls some students to share with the class their introductory paragraphs. She reads a few of the students’ work. b) Then, the teacher points out some of the students’ mistakes and suggests ways to improve their introduction. She writes sample introduction on the board. c) The students are advised to use the teacher’s sample as a reference. They are asked to complete the second paragraph at home as homework, which will be discussed in the class next Friday.
REFLECTION	This lesson was not completed. The teacher found out that most of them did not complete their introductory paragraph. The students were given 10 minutes to do this on their own before the teacher gives four sample introductory paragraphs for the essay. She pointed out useful words that can be used to write the first sentence and reminded them to be more dedicated in finishing their school work.

 

DATE/DAY	22.01.2014 (Wednesday)
CLASS	1L
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Unit 2:Hobbies
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) learn the sentence patterns used for expressing likes and dislikes when talking about hobbies and use them when the teacher asks them to express their likes and dislikes b) give reasons for disliking a hobby
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to the pictures in their text books that show several pictures of 3 students in a conversation. She asks them to predict what the pictures are about by asking them a few questions. Students are expected to respond by making several guesses. b) Then, the teacher plays the audio-video DVD. She gets the students to watch it and replays when she wants them to listen to the sentence patterns. She stresses on the targeted sentence patterns for expressing one’s likes and dislikes. c) Next, the teacher writes on the board these sentence patterns and tells students to repeat with her so that they will be familiar with them d) After that, the teacher asks questions to elicit personal responses from the students and they in turn are to use the targeted sentence patterns. All of the students must participate actively in this discussion. e) Before the class ends, the teacher asks the students to give a few examples on how to express one’s dislikes and likes.
REFLECTION	This lesson was not completed. The students needed more time to listen to the audio-video DVD. Hence, they were unable to practise using the targeted sentence patterns. This will be continued on Thursday. From this lesson, it was found out that students only knew the sentence pattern : I don’t like…”. The rest of the targeted sentence patterns were unfamiliar with them.

 

DATE/DAY	23.01.2014 (Thursday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 2:Hobbies
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) learn the sentence patterns used for expressing likes and dislikes when talking about hobbies and use them when the teacher asks them to express their likes and dislikes b) give reasons for disliking a hobby
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to the pictures in their text books that show several pictures of 3 students in a conversation. She asks them to predict what the pictures are about by asking them a few questions. Students are expected to respond by making several guesses. b) Then, the teacher plays the audio-video DVD. She gets the students to watch it and replays when she wants them to listen to the sentence patterns. She stresses on the targeted sentence patterns for expressing one’s likes and dislikes. c) Next, the teacher writes on the board these sentence patterns and tells students to repeat with her so that they will be familiar with them d) After that, the teacher asks questions to elicit personal responses from the students and they in turn are to use the targeted sentence patterns. All of the students must participate actively in this discussion. e) Before the class ends, the teacher asks the students to give a few examples on how to express one’s dislikes and likes.
REFLECTION	This lesson was completed. The students had fun giving reasons for their likes and dislikes. They were also able to give some sentences to express their likes and dislikes even before the teacher introduced the sentence patterns. They were able to answer the teacher’s questions confidently.

 

DATE/DAY	23.01.2014 (Thursday)
CLASS	3N
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Grammar – Subject verb-agreement
TOPIC	Learning how to construct short sentences that use plural nouns and plural verbs
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct short sentences that have four or five words
LEARNING EMPHASIS	Remedial exercises
INSTRUCTIONAL PROCEDURES	a) The teacher continues last Tuesday’s lesson on constructing short sentences that have four or five words. She gives an exercise where students are only given the plural nouns and plural verbs but the object part of the sentences are left missing for the students to fill in. She gives them 10 minutes to figure out the answers on their own. b) At the end of this time, the teacher calls out some students to write their answers on the board. She checks their answers and corrects if there are any errors. c) Next, she gives them another exercise where they are to construct 4 short sentences that will have four to five words. The students are given 15 minutes to do this. The teacher walks around the class to offer any useful help if the students do not how to do it. d) At the end of the time, she calls 4 students to write their answers on the board. She checks their work and shows how the wrong sentence can be improved. e) Before the lesson ends, the teacher asks them to identify 3 important parts of a sentence.
REFLECTION	This lesson was not successful as students were reluctant to do the second exercise. They were able to write useful answers for the first exercise. Most of them gave correct answers. But it was difficult for them to construct short sentences as they have very limited vocabulary. The teacher will need to do more exercises so that they will be more confident to write sentences on their own.

 

DATE/DAY	23.01.2014 (Thursday)
CLASS	IL
TIME	5.45- 6.20 pm
SUBJECT	English
UNIT	None
TOPIC	Drama competition
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) choose which scenario from the OPS text book that will suitable to be used as a script
LEARNING EMPHASIS	Multi Intelligence
INSTRUCTIONAL PROCEDURES	a) The teacher decides to use this time to discuss the upcoming Drama Competition for the Form 1 students which will be held in March during the Language Month. b) She gives them 3 scenarios that are taken from the OPS text book and tells them to think of which one will be suitable for their class. c) The teacher also chooses some students to act in this drama. d) Before the class ends, she informs them that their drama rehearsal may be done in class once the teacher completes the script for the drama.
REFLECTION	The discussion was completed. The students have decided to choose a scene on the safety on the road.

 

DATE/DAY	24.01.2014 (Friday)
CLASS	1A
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	None
TOPIC	Drama competition
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) choose which scenario from the OPS text book that will suitable to be used as a script
LEARNING EMPHASIS	Multi Intelligence
INSTRUCTIONAL PROCEDURES	a) The teacher decides to use this time to discuss the upcoming Drama Competition for the Form 1 students which will be held in March during the Language Month. b) She gives them 3 scenarios that are taken from the OPS text book and tells them to think of which one will be suitable for their class. c) The teacher also chooses some students to act in this drama. d) Before the class ends, she informs them that their drama rehearsal may be done in class once the teacher completes the script for the drama.
REFLECTION	The discussion was completed. The students have decided to choose a scene on the courtesy in the bus.

 

DATE/DAY	24.01.2014 (Friday)
CLASS	3N
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Literature : Poem
TOPIC	Fighter’s Lines : Meaning of the poem
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) explain 1 reason why the persona cannot do anything much for the country b) give 1 way for students to show their loyalty to the country
LEARNING EMPHASIS	Moral values: patriotism Learning new words
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students if they would like to be a soldier. The students are expected to respond by giving either a ‘yes’ or ‘no’ as their answers. If they do not like becoming a soldier, the teacher asks them to give a reason. b) Then, she relates their answers with veteran soldiers and their contribution to the country and reasons why they should be respected. c) Next, the teacher gets them to get ready for she will recite the poem entitled, “Fighter’s Lines”. The students are expected to listen. d) Once she finishes reciting it, she asks if they understand it. The students will respond appropriately. e) Then, the teacher gives them the meaning for each stanza which the students will take down as notes. Once they are done with this, she explains each stanza to them. f) Before the class ends, she asks them to tell her 1 reason why the persona in the poem cannot do anything much for his country and 1 way for them to show their loyalty to the country.
REFLECTION	This lesson was completed. The students could answer the two questions.

 

 

DATE/DAY	24.01.2014 (Friday)
CLASS	3A
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	Writing
TOPIC	Recount (2011 PMR English Paper 2 from Terengganu)
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct the second paragraph of the essay by not using sequence connectors b) use simple past tense in their introductory paragraph
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) This lesson is a continuation from previous Wednesday where the students were asked to write their introductory paragraphs. But in this lesson, they will be asked to write the second paragraph. b) The teacher reminds them that she does not want the students to begin their second paragraph using the conventional words such as sequence connectors. She gives them a few ideas on how to begin but doesn’t write them yet on the board. She tells them to be more creative in their writing. c) The students are given 15 minutes to do this on their own while the teacher walks around the class to check on students’ progress. d) At the end of this time, she calls for volunteers to read out their second paragraphs. The teacher listens and comments on their choice of words as well as any grammatical errors. e) After listening to the students’ work, the teacher gives them a few sentences to jump start their second paragraph. She points out some of the words that will be handy as starters for the first sentence in a paragraph. The students are to take these down into their exercise books as examples. f) Before the class ends, the teacher reminds them to complete the whole essay during her absence and to submit their books on Wednesday the 5th of February after the Chinese New Year holidays.
REFLECTION	This lesson was completed. The teacher noticed from the reading of 4 students’ second paragraphs that some of the students have managed to go away from their usual way of writing by incorporating other words that are not sequence connectors. They still made a lot of grammatical mistakes but the main concern was to get the students to write creatively. The teacher has yet to check on their exercise books.