RPH MINGGU 8

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

MINGGU 8

DATE/DAY	17.02.2014 (Monday)
CLASS	3A
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	Writing – Guided writing
TOPIC	Pictorial composition: Report
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct sentences using simple past tense b) write 6 paragraphs for the report c) use adjectives and synonyms in their report
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher distributes worksheets that contain the essay question on pictorial composition. She gives them 2 minutes to read the question and to study the pictures. After that, she asks them to identify the number of paragraphs that they have to write. Students are expected to say that they are to write 6 paragraphs even if the question only presents 4 pictures. She also asks them to identify any difficult words in the notes given under each picture. b) Then, she asks them to do the essay using the 8 steps to writing better essays, which the teacher has taught them last month. Firstly, she tells the students to read the question again. Secondly, she asks them to read the question again for the second time which brings them to the third step which is to identify the key words in the question. Fourthly, the students are to identify the tense and fifthly, the format. For this the teacher will have to exemplify on the board how many sentences the students must write for each paragraph and what to write in each paragraph. c) The sixth paragraph is for the students to organise the ideas for the essay. For this, the teacher will remind the students to use all of the given short notes and to make sure that they use adjectives as well as synonyms in their essay. d) The teacher gives the students 5 minutes to write their introduction. At the end of this time, she reads out a few introduction paragraphs that the students have done. She comments on their work and gives them a few examples on how to write the introduction. e) Before the class ends, she tells them to work on the second paragraph as homework, which the teacher will check on the next lesson.
REFLECTION	This lesson was completed. This was the class’ first time to write a report. Hence, they needed a lot of guidance on how to begin the introduction. They also wanted to know the difference between a report and a recount.

DATE/DAY	17.02.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	Unit 3: Going Places
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about the pictures in a graphic organizer b) build vocabulary c) pronounce the targeted vocabulary
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher gets students to look at the given pictures on the page. She tells students to say aloud words such as accommodation, transportation, people and activities. b) Then, she asks them questions that will get them to talk about the accommodation, transportation, people and activities in Pulau Langkawi. c) Next, she plays the audio-video DVD to allow students to listen and practise saying aloud the words related to holidays. She pauses after each picture to allow all students to internalize the targeted vocabulary. She replays the DVD if necessary. d) After that, she tells the students that they are going to play a vocabulary game. She explains the rules of the game to them. The first step is to divide students into groups of four. Then, they are to listen to the audio. Next, the teacher chooses a word. Then, students must quickly shout out the correct category the word belongs to. For example, chalet – accommodation. e) The group that scores the highest marks wins the game. The teacher repeats this process for all the targeted words.
REFLECTION	This lesson was partially completed. The teacher only managed to get students to work on the first picture and to listen to the audio-video DVD. The teacher did not get to do the vocabulary game as she did not have enough time to complete it in the class.

DATE/DAY	18.02.2014 (Tuesday)
CLASS	3N
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Literature: The novel – Around The World In 80 Days
TOPIC	Chapter 1: Phileas Fogg Hires A New Butler Chapter 2: Phileas Fogg Says Something He Might Regret
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) describe Phileas using two adjectives b) name Phileas’ new butler c) give 1 reason why Phileas wants to travel around the world in 80 days d) to give the amount of money that is wagered
LEARNING EMPHASIS	Vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by getting the students to describe the cover of the novel which includes the picture and the title of the novel. Students are expected to respond by saying that they can see 4 people riding on the back of an elephant and that the title means travelling around the world in 80 days. b) Then, she tells them to guess what the novel will be about. Students are expected to say that it will describe how people will go from one country to another or how their travel will be filled with challenges. c) Next, she moves on to the title of the first chapter. She explains what it means and proceeds to read it. She pauses at certain paragraphs to stress on the main events and also on new words. Once she finishes this chapter, she gives them some notes and explains once again to the students. d) This similar process is carried out when the teacher reads Chapter 2 to the students. Once the notes are given, the teacher tells them to answer 3 questions – to describe Phileas using 2 adjectives, to name Phileas’ new butler, to give 1 reason why Phileas wants to travel around the world in 80 days and to give the amount of money that is wagered in the challenge. e) The class ends after the students answer these questions.
REFLECTION	This lesson was completed. However, students could only name Passepartout as Phileas’ new butler and the amount of money that is wagered. The teacher explains the reason for the journey and two adjectives to describe Phileas.

DATE/DAY	18.02.2014 (Tuesday)
CLASS	1L
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Unit 3: Going Places
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about holidays b) practise the vocabulary learned c) practise the pronunciation of the vocabulary d) practise sentence patterns learned for talking about holidays
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to a given picture. She asks question s to get students to identify what they can see in it and what the boy is thinking about. b) Then, she gets them to think about what they did during the school holidays. She asks them questions that will help her to learn about the activities, the transportation, accommodation and their feelings of the students after visiting a certain place during the holidays. c) After that, she tells them to work in pairs. They are to tell each other about their school holidays and to use the questions that the teacher uses to guide them to talk about their holidays. d) Before the class ends, the teacher asks the students to think about a holiday destination that they wish to go to, the reason(s) and places that they wish to visit for the next lesson.
REFLECTION	This lesson was completed. Students could identify what the boy in the picture is thinking about. They could also answer the teacher’s questions. The pair work also went on well but with lots of guidance from the teacher as she has to write the questions and sample answers for the students before they could ask each other.

DATE/DAY	18.02.2014 (Tuesday)
CLASS	1A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 3: Going Places
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about holidays b) practise the vocabulary learned c) practise the pronunciation of the vocabulary d) practise sentence patterns learned for talking about holidays
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to a given picture. She asks question s to get students to identify what they can see in it and what the boy is thinking about. b) Then, she gets them to think about what they did during the school holidays. She asks them questions that will help her to learn about the activities, the transportation, accommodation and their feelings of the students after visiting a certain place during the holidays. c) After that, she tells them to work in pairs. They are to tell each other about their school holidays and to use the questions that the teacher uses to guide them to talk about their holidays. d) Before the class ends, the teacher asks the students to think about a holiday destination that they wish to go to, the reason(s) and places that they wish to visit for the next lesson.
REFLECTION	This lesson was completed. The students gave a lot of answers to the teacher’s questions and were able to ask each other questions without much guidance from the teacher.

DATE/DAY	18.02.2014 (Tuesday)
CLASS	3A
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Writing – Guided writing
TOPIC	Pictorial composition: Report
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct sentences using simple past tense b) write 6 paragraphs for the report c) use adjectives and synonyms in their report
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues with the essay on report writing in class for this lesson. She tells the students to take out their essay books so that she can read the second paragraph that they were supposed to complete at home as homework. b) Then, the teacher comments on the mistakes and how to improve those errors. She gives them a sample paragraph for the students to copy as reference. c) Next, she tells them to work on the third paragraph on their own. She gives them 10 minutes to do this in class before she calls for some volunteers to read their third paragraph. d) Once this is done, the teacher will comment on their work and shows how to improve mistakes if there are any. e) As homework, the students are asked to write their own fourth paragraph at home. It will be discussed in class during Wednesday lesson.
REFLECTION	This lesson was completed. The students had some difficulties to begin the first sentence of their second and third paragraphs. The teacher had to give most of the sentences so that they would be able to write on their own. Apart from this, there were still grammatical mistakes especially on the usage of past continuous tense.

DATE/DAY	19.02.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Celebrities
TOPIC	Discussions on one’s favourite celebrity
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) share their opinions on their favourite celebrities by giving information on their hobbies, age, occupation and favourite food b) take part in a role play where they will act as their favourite celebrities c) describe one’s hobbies and favourite food d) give reasons for one’s choice of celebrity and favourite food e) sing a song entitled, “Baby Shark” with the teacher as well as making body movements while singing f) answer questions using complete sentences
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by explaining what the students will learn in class for the day. They will discuss topics on hobbies, food and celebrities as well as learning a song entitled, “Baby Shark”. b) She distributes palm-size manila cards to each student and tells them to write their names, age, favourite food and favourite celebrity for 3 minutes. At the end of the time, the teacher chooses students in random by throwing a pencil case to the student. The student who catches the pencil case will need to share with the class about what he or she writes on the manila card. The teacher repeats this process until she gets enough number of students to practise answering questions using complete sentences. c) Next, she moves on to introducing a song entitled, “Baby Shark”. For this, she tells them to stand up and to observe her movement when she says a certain line. The students are to follow the teacher’s movements and to say out loud each line in the song at the same time. Once the students have understood the movements and the lyrics of the song, the students are to sing and make body movements with the teacher as their guide. The song will be sung by both the teacher and the students. d) Once this song is completed, the teacher moves on to the next activity which is role play. For this activity, the teacher distributes another set of palm-size manila cards to each student. They are to elaborate more on their favourite celebrity by writing down their age, country, occupation and hobbies. The students are given 5 minutes to do this on their own. e) At the end of this time, the teacher throws a pencil case to some students. They in turn must catch the pencil case and share with the whole class on information about their favourite celebrity. The teacher chooses more students in random so that she will not be asking the same student and that all of them have the chance to speak in class. f) When this activity finishes, the teacher gets them ready for the last activity which is doing a role play. Before the students can do this, the teacher with the help of Mr. James Joseph (ETA) will do a role play in front of the class. They will act as Pikachu (James) and Selena Gomez (Agartha, the teacher). Once this is done, the teacher stresses that the students will have to prepare a simple dialog where they are to ask questions on name, age, country, occupation and hobbies of the celebrity. The students are given 5 minutes to do this with their partner as this will be a pair work. While students do this, the teacher gives some examples of famous celebrity pairs for the students to choose from if they happen to have similar celebrities. g) At the end of this time, the teacher calls out a few pairs to present their dialogue. The teacher comments on their performance. h) Before the class ends, the teacher asks the students what they have learned in class and if they have enjoyed singing as well as acting as celebrities.
REFLECTION	This lesson was completed. The students were able to share about their favourite hobbies, food and celebrities. They also took part actively in the singing of the new song and in the role play. Some of them did not use full sentences in their responses when asked. So, James (ETA) and the teacher managed to get students to try their best to answer questions using complete sentences.

DATE/DAY	19.02.2014 (Wednesday)
CLASS	3A
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	Writing – Guided writing
TOPIC	Pictorial composition: Report
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct sentences using simple past tense b) write 6 paragraphs for the report c) use adjectives and synonyms in their report
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues with the essay on report writing in class for this lesson. She tells the students to take out their essay books so that she can read the fourth paragraph that they were supposed to complete at home as homework. b) Then, the teacher comments on the mistakes and how to improve those errors. She gives them a sample paragraph for the students to copy as reference. c) Next, she tells them to work on the fifth paragraph on their own. She will check this paragraph during Friday lesson in class.
REFLECTION	This lesson was completed. The students were able to do write better paragraph after given some guidance.

DATE/DAY	19.02.2014 (Wednesday)
CLASS	1L
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Unit 3: Going Places
TOPIC	Having Fun Fun In Sharing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) share and talk about a holiday destination based on pictures b) practise the vocabulary learned c) practise the pronunciation of the vocabulary learned d) practise sentence patterns used to talk about holidays e) use the language learned in this topic confidently
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to the given pictures. She asks them to identify things that they can see in the pictures. b) Next, she tells the students to choose one holiday destination they want to go to from the four pictures. Students must give reasons why they have chosen the destination and what they plan to do there. The teacher listens to students’ responses. c) Then, the teacher moves on to another topic where they are again asked to look at another picture. She also asks the students to identify what they can see in it and to describe what the students in the picture are doing. d) After that, the teacher tells the students that they are going to plan a holiday for their class. So, the students are asked to sit in groups of six. She gives them some guidelines on what to talk about. These guidelines will consist of matters such as accommodation, transportation, costs, activities and clothing or footwear. Each group member will share on one aspect of the holiday plan. The teacher gives them 15 minutes to do this as part of their PBS assessment. e) At the end of this time, she invites each group to present their holiday plans. Once every group has shared, she gets students to vote the best holiday destination based on the presentations.
REFLECTION	This lesson was completed. The students were able to give 1 reason why they choose a certain place as a holiday destination. However, the teacher has decided to modify the second activity, which was to draw a picture of a place that the students would like to go to for a holiday and to talk about things such as accommodation, costs, activities and transportation. All of the students were able to describe these things after the teacher gave guidance on sentence patterns that they could use in their description.

DATE/DAY	20.02.2014 (Thursday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 3: Going Places
TOPIC	Having Fun Fun In Sharing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) share and talk about a holiday destination based on pictures b) practise the vocabulary learned c) practise the pronunciation of the vocabulary learned d) practise sentence patterns used to talk about holidays e) use the language learned in this topic confidently
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to the given pictures. She asks them to identify things that they can see in the pictures. b) Next, she tells the students to choose one holiday destination they want to go to from the four pictures. Students must give reasons why they have chosen the destination and what they plan to do there. The teacher listens to students’ responses. c) Then, the teacher moves on to another topic where they are again asked to look at another picture. She also asks the students to identify what they can see in it and to describe what the students in the picture are doing. d) After that, the teacher tells the students that they are going to plan a holiday for their class. So, the students are asked to sit in groups of six. She gives them some guidelines on what to talk about. These guidelines will consist of matters such as accommodation, transportation, costs, activities and clothing or footwear. Each group member will share on one aspect of the holiday plan. The teacher gives them 15 minutes to do this as part of their PBS assessment. e) At the end of this time, she invites each group to present their holiday plans. Once every group has shared, she gets students to vote the best holiday destination based on the presentations.
REFLECTION	The two topics were completed. Students were able to talk about holiday destinations that they prefer and to use the sentence patterns in their presentation about holiday plans. All of the students completed the PBS assessment.

DATE/DAY	20.02.2014 (Thursday)
CLASS	3N
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Literature: The novel – Around The World In 80 Days
TOPIC	Chapter 3: Phileas Fogg Shocks His New Butler Chapter 4: Introducting Detective Fix
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) list down at least 4 items that Phileas brings for the journey b) identify the name of the person that Phileas suspects is a bank robber c) identify 1 reason why Detective Fix suspects Phileas as the bank robber
LEARNING EMPHASIS	Vocabulary development, Think before one acts – moral value
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to give 1 main idea in Chapter 2. The students are expected to say that the main idea is Phileas wanted to prove that a person can travel around the world in 80 days. b) Next, the teacher moves on to Chapter 3. She asks the students to explain the title of the chapter and to how Phileas can shock Passepartout. She listens to their responses. c) After that, she reads Chapter 3 aloud in the class. She pauses at certain paragraphs in order to stress on the main events as well as new words. At the end of the chapter, she asks the students to list down 4 items that Phileas brings for the journey. d) If students can answer correctly, the teacher continues to read Chapter 4. Similar process is repeated when the teacher reads this chapter. At the end of the reading, she also asks them some questions which are to identify the name of the person that Phileas suspects is a bank robber and 1 reason why Detective Fix suspects Phileas as the bank robber. e) After listening to their answers, the teacher reminds the students to bring their books again as she will give them notes on these two chapters on Friday.
REFLECTION	Students were able to give all 4 items that Phileas brings and could name Phileas as the person that Detective Fix suspects. However, they did not know the reason for his suspicion on Phileas. The teacher has to explain this answer to them.

DATE/DAY	20.02.2014 (Thursday)
CLASS	IL
TIME	5.45- 6.20 pm
SUBJECT	English
UNIT	Unit 4: Safe and Sound
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about road signs based on background knowledge b) identify and talk about the road signs in the given picture c) talk about road signs in their housing areas
LEARNING EMPHASIS	Multiple intelligence
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by drawing some road signs on the board and tells the students to name the road signs. They are also asked to spell out the road signs. b) Then, the teacher moves on to the title of the stimulus section and asks the students to talk about it, which is “Safe and Sound”. They are to define it and to tell the teacher how they can ensure their safety when they are coming to school. c) Next, she draws all students’ attention to the road signs in the stimulus and tells them to name them, d) Apart from this, the teacher also leads all of them to discuss the road signs they have seen or come across near their housing areas, around the school and in their town. e) Once this discussion is over, the teacher tells them to spell out all of the road signs that they have learned in this section in their exercise books.
REFLECTION	This lesson was completed. Students were able to identify some of the road signs on the board and also in the given picture. However, they didn’t know how to spell some of the words. The students were able to explain where they have seen some of the road signs and give reasons why the road signs are important.

DATE/DAY	21.02.2014 (Friday)
CLASS	1A
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Unit 4: Safe and Sound
TOPIC	Stimulus, Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about road signs based on background knowledge b) identify and talk about the road signs in the given picture c) talk about road signs in their housing areas d) name and say aloud the road signs
LEARNING EMPHASIS	Multiple intelligence
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by drawing some road signs on the board and tells the students to name the road signs. They are also asked to spell out the road signs. b) Then, the teacher moves on to the title of the stimulus section and asks the students to talk about it, which is “Safe and Sound”. They are to define it and to tell the teacher how they can ensure their safety when they are coming to school. c) Next, she draws all students’ attention to the road signs in the stimulus and tells them to name them, d) Apart from this, the teacher also leads all of them to discuss the road signs they have seen or come across near their housing areas, around the school and in their town. e) Once this discussion is over, the teacher tells them to spell out all of the road signs that they have learned in this section in their exercise books. f) Next, she gets them to look at more road signs in the book. She tells them to identify them. Once they are done, the teacher tells them to write down the name of the road signs in their books.
REFLECTION	This lesson was completed. The students could identify all of the road signs on the board and also in the stimulus. They were also able to spell of the road signs correctly and to explain where the road signs can be found.

DATE/DAY	21.02.2014 (Friday)
CLASS	3N
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Literature: The novel – Around The World In 80 Days
TOPIC	Note taking for Chapters 3 and 4.
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) list down the items that Phileas brings for the long journey b) give 1 reason why Detective Fix suspects that Phileas is the bank robber c) describe Detective Fix using 2 adjectives
LEARNING EMPHASIS	Revision of previously learned lesson
INSTRUCTIONAL PROCEDURES	a) The teacher begins the class by asking the students to explain to her what they have learned about Chapters 3 and 4 on Thursday. The students are expected to say that they learned how Phileas shocks his new butler by bringing some items for the long journey and how Detective Fix gets suspicious of Phileas at Suez Canal. b) Then, the teacher gives them some notes on these two chapters which the students must take down into their books. c) Before the lesson ends, she asks them to describe Detective Fix using two adjectives.
REFLECTION	This lesson was completed. Students were able to explain a few things about Chapters 3 and 4. However, they could not give suitable adjectives in English to describe Detective Fix. The teacher helped them by giving adjectives like ‘irrational’, ‘careless’, ‘determined’ and ‘persistent’.

DATE/DAY	21.02.2014 (Friday)
CLASS	3A
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	English
TOPIC	Writing – Guided writing
LEARNING OBJECTIVES	Pictorial composition: Report
LEARNING EMPHASIS	At the end of this lesson, students should be able to: a) construct sentences using simple past tense b) write 6 paragraphs for the report c) use adjectives and synonyms in their report
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by checking students’ work on paragraph 4 of the report. She reads a few examples of their work in the class and points out a few important details that students must include in paragraph 4. b) Next, she guides students what to write for paragraphs 5 and 6. c) Students are required to use the double periods to complete paragraphs 5 and 6 in class. They will also submit their exercise books to the teacher before the end of the lesson.
REFLECTION	This lesson was completed. They asked several questions on how to write the fifth paragraph as it will be an extra paragraph that does not contain any given notes from the question. They are to create the paragraph on their own based on their very limited knowledge of Cameron Highlands. However, all of the students submitted their books except for 8 prefects who were involved with a Prefect Camp and were not in the class.

DATE/DAY	22.02.2014 (Saturday)
CLASS	3N
TIME	12.05-1.05 pm
SUBJECT	English
UNIT	Songs and Words
TOPIC	Potato Song
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) sing the “Potato Song” b) explain the meaning of the words in the lyrics c) ask questions using Wh-questions – What, Where, When, Which, Why and How
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher invites Cikgu James (ETA) into the class. She explains what they are going to do in the class with him. The students will be taught how to ask Cikgu James some questions using Wh-questions, sing a song entitled, “Potato Song” and learn the lyrics. b) Cikgu James (ETA) will introduce himself to the students by sharing with them details about his family, pet, hobbies and ambition. c) Then, he tells the students to ask him questions using “Wh” such as what, how, when, why, where and which. If the students do not know how to ask, the teacher will write some of the questions that will help them to think. d) Cikgu James listens to the students’ questions and answers them accordingly. e) Next, Cikgu James introduces a song entitled, “Potato Song”. He tells the students to imitate his movement and to repeat the lyrics of the short song. He also asks the students to define the meaning of words such as potato, form, peal, mash, juice and go bananas. f) Once the students become familiar with the movement and the lyrics, Cikgu James asks the students to sing aloud with him while doing the movements. g) Before the song ends, Cikgu James and the teacher ask the students what they have learned in the class.
REFLECTION	This lesson was completed. Not many students asked Cikgu James using Wh-question. The reason for this was not many of them know how to ask correct questions in English. A few asked the teacher to help them before they could confidently asked Cikgu James. Most of the questions came from the girls. Only 1 boy managed to ask a question. During the singing of the song, all of the students learned to sing, do body movements and most of them knew the meaning of the words that they learned in the lyrics of the Potato Song.

DATE/DAY	22.02.2014 (Saturday)
CLASS	1L
TIME	1.05 – 2.05 pm
SUBJECT	English
UNIT	Unit 4: Safe and Sound
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) name and say aloud the road signs b) pronounce the targeted vocabulary related to road signs
LEARNING EMPHASIS	Multiple intelligence
INSTRUCTIONAL PROCEDURES	a) Students are asked to look at a picture with a lot of road signs. The teacher asks them to identify each of the road sign. b) Next, the teacher plays the audio DVD to allow students to listen and practise saying aloud the road signs. c) She pauses after each road signs to allow all students to internalize the targeted vocabulary. d) She replays the DVD if necessary so that all of them will be able to participate actively. e) After that, she divides the class into 6 groups to play a guessing game. This game requires the teacher to give 3 marks for every correct answer a group receives. f) Then, she plays the audio-video DVD and randomly select the road signs g) Each member of the group takes turn to give the correct answer for the road sign. For a correct answer given the first time, the group gets 3 marks. When the member of the group does not know the answer, another group member is allowed to help. If the answer given by the other group member is correct, the group gets 1 mark. h) Before the lesson ends, the teacher asks the students what they have learned in class.
REFLECTION	This lesson was completed. However, instead of playing the guessing game, she gets the students to spell the road signs. This was a challenging activity for the students but they had fun and tried their best as the teacher has promised to give a reward to the group which scored the highest mark. Most of their spelling was wrong but 1 group eventually turned out as the winner. The teacher will teach them how to spell all of the road signs on Monday next week.

DATE/DAY	22.02.2014 (Saturday)
CLASS	1A
TIME	3.20 – 3.50 pm
SUBJECT	English
UNIT	Unit 4: Safe and Sound
TOPIC	Language in Use
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) learn sentence patterns for expressing safe and unsafe practices on the road b) practise the sentence patterns related to road safety
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The students are asked to describe what they have learned on Friday the previous day. They are expected to say that they learned about road signs. b) The teacher draws their attention to 4 pictures. She asks them to talk about the pictures by asking some questions. c) Next, she plays the audio-video DVD and pauses at the targeted sentence patterns after each picture. Then she asks some questions that will help students to learn the sentence patterns. This process is repeated until the students have learned all of the sentence patterns for 4 pictures. Before the class ends, the teacher lets the students to take down examples of sentence patterns on safe and unsafe practices on the road.
REFLECTION	This lesson was completed. However, the teacher did not play the audio-video DVD in the class. Instead, she wrote the description for each picture and tells students to give the most appropriate sentence patterns for safe and unsafe practices on the road. This was done by giving them an example for the first picture. They only needed to give a complete sentence for the rest of the 3 pictures based on this example.

DATE/DAY	23.02.2014 (Saturday)
CLASS	3A
TIME	4.20 – 4.50 pm
SUBJECT	English
UNIT	Choral Speaking
TOPIC	Brainstorming session for a choral speaking competition (school based)
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) give ideas on what they can perform for a choral speaking competition during the Language Month
LEARNING EMPHASIS	Multiple intelligence
INSTRUCTIONAL PROCEDURES	a) The teacher gathers the students in order to discuss matters concerning the upcoming inter-school Choral Speaking competition. She wants the students to give her ideas in order to come up with a script which they can use for practice. b) The teacher jots down ideas and will draft a script to be further discussed with the students.
REFLECTION	The teacher obtained a handy material for the choral speaking script.