RPH MINGGU 11

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

 

MINGGU 11

 

DATE/DAY	10.03.2014 (Monday)
CLASS	3A
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	Literature – Around The World In 80 Days
TOPIC	Chapter 8: The Trip Down The Ganges Chapter 9: Phileas Fogg Spends A Lot Of Money
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the reason why Phileas wanted to bring Aouda with them to Hong Kong b) identify the reason why Passepartout was charged at a court c) identify the reason why Passepartout thought that Detective Fix was a spy from the Reform Club
LEARNING EMPHASIS	Vocabulary development, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to explain what they have learned in Chapters 6 and of previous week. They are expected to say that they learned about how Phileas and Passepartout have to travel on the back of an elephant and how they rescued Aouda from a band of bandits in the jungle. b) Next, the teacher asks the students to read the title of Chapter 8. She wants them to guess what the travelling party will encounter along the way down the Ganges. She listens to their answers. c) After that, she begins reading paragraphs that are important as they contain the main ideas of the story. She also pauses to explain important vocabulary and to stress on the main ideas. d) Before moving on to the next chapter, the teacher asks the students a few questions to help them to understand Chapter 8. e) The teacher continues with Chapter 9 and repeats the same process. At the end of the reading, she asks them to explain once again what they have learned in Chapter 9. f) Before the end of the class, the teacher writes an overview of Chapters 8 and 9. She asks them to identify the reason why Phileas wanted to bring Aouda with them to Hong Kong, why Passepartout was charged at a court and why Passepartout thought that Detective Fix was a spy from the Reform Club.
REFLECTION	This lesson was completed. The students could not give the answer that explains why Passepartout suspects that Detective Fix was a spy from the Reform Club. The teacher explained by referring to Chapter 9 again.

 

DATE/DAY	10.03.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	Unit 5: Money Matters
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about buying and selling using the items they have brought b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to buying and selling
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to the picture in their textbooks. She asks them questions that will get them to describe the picture further. The students are expected to say that they see a group of students discussing about food that they want to sell. b) Next, the teacher tells them to sit in their groups. In their groups, each student in the group is told to draw 1 picture of food items that he or she wants to sell during Canteen Day. She gives them drawing papers to draw the pictures. She also gives them 15 minutes to do this in class. c) At the end of this time, the teacher checks their work. d) Before the end of class, she reminds them to bring these pictures to class again for discussion on Tuesday for the next activity that will use the pictures.
REFLECTION	This lesson was completed. Each student completed the drawing of 1 food item. This will be used during Tuesday lesson.

 

DATE/DAY	11.03.2014 (Tuesday)
CLASS	3N
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Adjectives
TOPIC	Adjectives for personal description and in acrostic poems
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the correct English translation of an adjective when it is described by the teacher b) describe each letter of their full name using adjectives c) construct a simple acrostic poem using the adjectives of their names
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students how they are feeling. They are expected to say they feel “wicked awesome”. b) The teacher then explains that these two words are used to describe the students. Hence they are what people call as adjectives or words to describe nouns or objects such as students. c) Then, the teacher and Cikgu James (ETA) write 35 adjectives on the board. The teacher explains that they are going to play a game that involves the adjectives on the board. So, the teacher explains what they will do during the game. The students are divided into two teams. A student will come out from each team to listen to the teacher or the ETA when she or he says something about an adjective either in BM or explaining it using English. The student is to come to the board and to slap the correct adjective on the board. If the student slaps the correct adjective, the team will get a point. This is done several times until most of the students from each team have an opportunity to try this game. The teacher tabulates the scores of each team. Scores are read out at the end of this language game. d) Next, the teacher distributes small sized manila cards to each student with the help of Cikgu James (ETA). She tells them to write their first names on the manila cards. Once they are done, the students are to find suitable adjectives from the board to describe themselves. This is done by the students using an adjective to represent each letter in their names. They are also encouraged to draw some pictures on the manila cards. They are given 10 minutes to do this on their own. The teacher and the ETA monitor students’ progress in the class. e) Once they are done, the teacher and the ETA call several students to show what they have done. Afterwards, the manila cards are pasted onto the walls. f) Before the lesson ends, the teacher sums up the lesson by asking the students the meaning of adjectives and if they have enjoyed describing themselves using adjectives.
REFLECTION	This lesson was completed. However, most of the students did not get to complete their group acrostic poems in the class. This will be continued again next Tuesday. The teacher noted that most of the students could find suitable adjectives to match the teacher’s or the ETA’s description. The boys have won in the language game. Everyone participated in the two activities.

 

DATE/DAY	11.03.2014 (Tuesday)
CLASS	1L
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Unit 5: Money Matters
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about buying and selling using the items they have brought b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to buying and selling
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to take out the pictures of food items that they have drawn on Monday. She tells them to sit in their own groups. She writes some sentence patterns that can be used to buy and sell things. She tells them to read aloud each of the sentence. b) After that, she explains what they are going to do in their own group. She models the sentence patterns and how to use them. c) Then, the students are to put a price on the food item that they have drawn. They are told to show the picture to their group members while the rest of the group are to ask questions such as: What are you going to sell?, How many items are you going to sell? and How much does each item cost? d) The teacher gives them 15 minutes to do this in their own group. At the end of this time, the teacher asks the students if they have used the sentence patterns in their discussion. e) Before the end of this time, she tells them to prepare some Malaysian currency in denominations such as: RM10, RM5, RM1, RM0.10 (10 pieces) and RM0.20 (10 pieces) and RM0.50 (10 pieces) for Wednesday lesson.
REFLECTION	This lesson was completed. The students could do the pair work. But they needed the teacher’s guidance on how to pronounce certain words in the targeted sentence patterns. The teacher drilled the students further on the targeted sentence patterns so that they will be able to undertake future tasks in the next lesson.

 

DATE/DAY	11.03.2014 (Tuesday)
CLASS	1A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 5: Money Matters
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about buying and selling using the items they have brought b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to buying and selling
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to the picture in their textbooks. She asks them questions that will get them to describe the picture further. The students are expected to say that they see a group of students discussing about food that they want to sell. b) Next, the teacher tells them to sit in their groups. In their groups, each student in the group is told to draw 1 picture of food items that he or she wants to sell during Canteen Day. She gives them drawing papers to draw the pictures. She also gives them 15 minutes to do this in class. c) At the end of this time, the teacher checks their work. d) Before the end of class, she reminds them to bring these pictures to class again for discussion on Wednesday for the next activity that will use the pictures.
REFLECTION	This lesson was completed. Most of the students completed their drawings. However, this lesson has not tested their ability to practise the vocabulary and sentence patterns. This will be done during Friday lesson.

 

DATE/DAY	11.03.2014 (Tuesday)
CLASS	3A
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Literature – Around The World In 80 Days
TOPIC	Note taking of Chapters 8 and 9         Chapter 10: The Voyage From India to Hong Kong
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the reason why Passepartout suspected that Detective Fix was a spy from the Reform Club b) identify the effect of Passepartout’s suspicion on Detective Fix c) identify the solution that Phileas took when Aouda’s cousin was not in Hong Kong
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to take down notes for Chapters 8 and 9 that the students have learned on Monday. b) At the end of the note taking, the teacher moves on to reading Chapter 10. She tells them to guess what will happen in Chapter 10 based on the readings of Chapters 8 and 9. She listens to students’ responses and gives her comments or ideas. c) Next, she moves on to reading Chapter 10 in the class. She pauses at certain important paragraphs in order to stress on the main ideas and some important words. This process is repeated until the chapter is completely covered. d) Before the end of the class, the teacher asks the students to identify the reason for Passepartout’s suspicion over Detective Fix, the impact of that suspicion on Detective Fix and to identify Phileas’ solution when Auoda’s cousin was no more living in Hong Kong.
REFLECTION	The teacher has decided to change this lesson plan. Instead of giving notes on Chapters 6 and 7, she decided to continue with Chapter 10 and Chapter 11 which the class did not get to read completely. The notes will be given during Wednesday class.

 

DATE/DAY	12.0232014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 5: Money Matters
TOPIC	Learning how to bargain
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) use sentence patterns used for bargaining while selling and buying b) use targeted vocabulary in their role play c) role play a conversation that involves bargaining
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students if they have ever tried to bargain while buying something in a shop. If the students say yes, the teacher asks them to explain how they bargain by giving some examples of sentence patterns. The teacher listens and comments on what happens during a bargaining process. b) Then, the ETA will show to the students everyday objects that can be used for bargaining. He also tells them to copy a Venn diagram into their exercise books. He also explains the roles of a customer and a seller based on the diagram. c) After that, the teacher and the ETA will tell the students to sit in their own groups. Once they do this, the teacher will distribute coloured A4 papers to them. In their groups, they are to create paper money which are 4 RM10 bills and 4 RM20 bills. The students are given 10 minutes to do this in their own groups. d) Next, the teacher and the ETA will write sentence patterns on the board which can be used for bargaining. They will role play a conversation in order to show to the students how the bargaining process is done using sentences on the board. e) Once the role play ends, the students in their groups are to discuss who will play the role of a customer and the seller. Each group member must take part actively as everyone will play the role of a customer and a seller. f) Then, the teacher and the ETA will give each group an object for bargaining. The students are given 1 or 2 minutes to practise bargaining. Once they are ready, the groups are to begin this activity. The teacher and the ETA monitor students’ progress. g) After everyone has tried bargaining, the teacher and the ETA move on to the next activity. They choose 8 to 10 students. Each student will be given an object for bargaining. The rest of the class is to walk about the room and to find sellers to bargain with. They are to make purchases using the paper money that they have made in their own groups. Once they purchase the item, they will become the new seller. New students will bargain the item with the new seller. This process is repeated for 10 minutes. The seller who collects the highest amount of money will be the winner. The teacher and the ETA will announce who wins in this final activity. h) Before the lesson ends, the teacher asks the students what they have learned in the class. She listens as students respond. They are expected to say that they have learned how to bargain using the targeted sentence patterns.
REFLECTION	This lesson was completed. The students took part actively in all of the activities done in the class. They were able to use the targeted sentence patterns during the game where they had to bargain with each other. Everyone moved about and the winner was announced. The particular student was able to collect RM300.00.

 

 

DATE/DAY	12.03.2014 (Wednesday)
CLASS	3A
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	Literature – Around The World In 80 Days
TOPIC	Chapter 6: Phileas Fogg Rides An Elephant Chapter 7: Phileas Fogg, Passepartout and Sir Francis Have An Adventure
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) explain by giving some adjectives on the characteristics of Phileas Fogg based on Chapters 6 and 7
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher gives the students notes to take down on Chapters 6 and 7. Once the students have completed the note taking, she asks them several questions on the characteristics of Phileas Fogg. She tells them to use adjectives to describe Phileas and to give examples from Chapters 6 and 7. b) Before the end of the lesson, the teacher reminds them that they will be given notes for Chapters 8, 9 and 10 on Friday.
REFLECTION	This lesson was completed. The teacher had decided to give notes for Chapters 6, 7 and 8. She was also able to complete the reading of Chapter 10 and a bit of Chapter 11 after discussing on the characteristics of Phileas. The students gave adjectives such as responsible, motivated and brave whereas the teacher added words such as determined and resourceful.

 

DATE/DAY	12.03.2014 (Wednesday)
CLASS	1L
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Unit 5: Money Matters
TOPIC	Fun In Sharing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) practise the vocabulary learned and its pronunciation b) practise the sentence patterns related to buying and selling
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by telling the students to sit in their own groups. She gives the students paper money that they have prepared in the class during the previous Tuesday lesson. She tells them that they are going to set up a stall at their own group. They are to select a sales assistant (seller) while the rest of the group members will be customers. The customers will move to other groups to buy food items from other groups while the sales assistant will stay behind to sell food items to other students from other groups. b) After getting the students to understand the task, she gives them 2 minutes to decide in their groups who will be the sales assistant and who will be the customers. c) Then, she models the sentence patterns on the board by writing examples of sentences for buying and selling food items. She explains what they mean and gets students to show how to say the sentences. d) Next, she asks the customers from the first group to buy food items at the second group. This happens vice versa with customers from the second group. This step is repeated with groups 3 and 4 as well as groups 5 and 6. e) The teacher gives the students 15 minutes to do this. She monitors their progress by listening to whether the students use the sentence patterns or not. f) At the end of this activity, the teacher tells the students to repeat the sentence patterns that they use for buying and selling.
REFLECTION	This lesson was completed. The students moved about in the class. However, very few of them used the targeted sentence patterns. The teacher encouraged them to use the modeled sentence patterns but they still used Bahasa Melayu. The activity was useful but the students needed more practice in order to speak in English more confidently.

 

DATE/DAY	13.03.2014 (Thursday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 5: Money Matters
TOPIC	Language In Use Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) role play a conversation between a customer and a sales assistant in a shop b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns used for buying and selling d) talk about buying and selling using food items that they have drawn
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to be ready for the role play. They are to read their script which they have prepared since Thursday last week. They are given 5 minutes to do this. b) Once they are ready, the teacher calls out several pairs of students to role play the conversation in the class. c) At the end of this activity, the teacher asks the students to explain what they have learned in the class. They are expected to say that they learned how to buy and sell in a shop as well as use some sentence patterns on buying and selling. d) Next, the teacher moves on to the next activity where students are to sit in their own groups. They are to use the pictures of food items that they have drawn during Tuesday lesson. She tells them to take out their pictures. e) The teacher also models some sentence patterns that they will use during the next activity. She writes some questions and possible answers on the board. She explains what they mean. f) After this, she tells the groups what to do. One person will show his or her picture while the other group members are to ask the questions that the teacher has written on the board. The person with the picture will answer the questions. Everyone in each group will have to show his or her picture and answer the questions from their friends. The teacher gives them 15 minutes to do this in their groups. g) Before the end of this lesson, the teacher asks them what they have learned. The students are expected to say that they have learned to use sentence patterns used for buying and selling.
REFLECTION	This lesson was completed. The students could ask confidently but they always had some difficulty to answer. They would sometimes used Bahasa Melayu words if they could not find an English word. The teacher had to assist almost everyone in their answers.

 

DATE/DAY	13.03.2014 (Thursday)
CLASS	3N
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Literature: The novel – Around The World In 80 Days
TOPIC	Chapter 5: Phileas Fogg Travels Across the Red Sea and the Indian Ocean Chapter 6: Phileas Fogg Rides An Elephant
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify what happened to Passepartout in Bombay b) identify what happened to Phileas and Passepartout on the train journey to Calcutta
LEARNING EMPHASIS	Vocabulary development, Determination and thinking before one acts – moral values
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to describe to her what they still remember about Chapter 4 of the novel. The students are expected to say that they learned about Detective Fix who suspected that Phileas was the bank robber. b) Then, the teacher asks the students to read the title of Chapter 5 and asks them to guess what will happen to Phileas and Passepartout in that chapter. She listens to their answers. c) The teacher reads important paragraphs for them and pauses to explain the main ideas as well as important words. She continues to read until she finishes Chapter 5. At the end of this chapter, she asks them to describe once again what happened to Passepartout. If the students know, they are expected to say that he had illegally entered an Indian temple and was chased away by three Indian men. d) Once they have answered, the teacher moves on to Chapter 6. She asks them to explain who it will feel to ride an elephant and to guess why Phileas and Passepartout had to use an elephant. She listens to any answers from the students. e) The teacher begins to read Chapter 6. The same process is repeated again. At the end of the reading, she wants them to tell her what happened in Chapter 6. f) Before the class ends, the teacher tells the students to describe in their own words what happened to Passepartout in Bombay and to give a reason why the two men had to ride an elephant.
REFLECTION	This lesson was completed. The students could explain what happened to Passepartout and to give a reason why the travel party had to ride an elephant.

 

DATE/DAY	13.03.2014 (Thursday)
CLASS	IL
TIME	5.45- 6.20 pm
SUBJECT	English
UNIT	Unit 6: Reduce, Reuse, Recycle
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify and talk about garbage in the picture b) talk about how to reduce, reuse and recycle garbage
LEARNING EMPHASIS	Multiple intelligence
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by showing to the whole class a vase made from newspapers. She doesn’t tell what it is made of but asks them to guess the material of the vase. She listens to their answers. If they say that it is made from newspapers, she asks them to tell her the other uses of old newspapers. She listens to students’ answers by writing them on the board. b) Next, the teacher explains what they will learn based on the discussion. For this, she asks them to talk about the title, “Reduce, Reuse, Recycle”. She asks them to explain the meanings of the three words and to explain how to reduce, reuse and recycle. c) Then, she draws students’ attention to the picture in their textbooks. She asks them to identify the picture and how they feel when they see the picture. She listens to their answers and also adds to what they have to say. d) After that, she leads all of the students to talk about the kinds of garbage that they throw away every day. She also asks them if the garbage should be recycled. If yes, what kinds of garbage can be recycled. e) Before the end of the class, she asks them to explain the three words that they have learned in class.
REFLECTION	This lesson was completed. The students were not able to explain the meanings of the words in the title of the unit. It seemed that they have never used these words before. But they were able to identify the objects in the picture with exception that most of the words were described using Bahasa Melayu words. Hence, the teacher has to write down the words in English for them to read repeatedly. They could also explain the kinds of garbage that can be recycled.

 

DATE/DAY	14.03.2014 (Friday)
CLASS	1A
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Unit 5: Money Matters
TOPIC	Fun In Sharing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) practise the vocabulary learned and its pronunciation b) practise the sentence patterns related to buying and selling
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by telling the students to sit in their own groups. She gives the students paper money that they have prepared in the class during the previous Tuesday lesson. She tells them that they are going to set up a stall at their own group. They are to select a sales assistant (seller) while the rest of the group members will be customers. The customers will move to other groups to buy food items from other groups while the sales assistant will stay behind to sell food items to other students from other groups. b) After getting the students to understand the task, she gives them 2 minutes to decide in their groups who will be the sales assistant and who will be the customers. c) Then, she models the sentence patterns on the board by writing examples of sentences for buying and selling food items. She explains what they mean and gets students to show how to say the sentences. d) Next, she asks the customers from the first group to buy food items at the second group. This happens vice versa with customers from the second group. This step is repeated with groups 3 and 4 as well as groups 5 and 6. e) The teacher gives the students 15 minutes to do this. She monitors their progress by listening to whether the students use the sentence patterns or not. f) At the end of this activity, the teacher tells the students to repeat the sentence patterns that they use for buying and selling.
REFLECTION	This lesson was completed. The students were able to use the targeted sentence patterns when buying or selling food items at the shops.

 

DATE/DAY	14.03.2014 (Friday)
CLASS	3N
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	PBS: Reading and following sequence of ideas Literature: The novel – Around The World In 80 Days
TOPIC	B1DB1 Note taking for Chapters 5 and 6 Chapter 7: Phileas Fogg, Passepartout and Sir Francis Have An Adventure
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) read and organise ideas in chronological order b) identify how Phileas and his friends saved Aouda from the bandits
LEARNING EMPHASIS	Vocabulary development, Moral values – courage and love
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by explaining the PBS question that they will answer. She distributes the question paper and gives them 20 minutes to do it individually. b) Once the students have finished answering the questions, she gives the students notes to take down on Chapters 6 and 7. Once the students have completed the note taking, she asks them several questions on the characteristics of Phileas Fogg. She tells them to use adjectives to describe Phileas and to give examples from Chapters 6 and 7. b) Then, the teacher continues the lesson by moving on to Chapter 7. She reads out the title for them and asks them to explain the meaning of the word adventure. She listens to their answers and explains clearly if they can’t explain. She reads the chapter by concentrating on important paragraphs that contain the main events and also important words for them to learn. c) At the end of this reading, she asks the students to relate to her again what they have learned by getting them to identify how Phileas and his friends saved Aouda from the bandits.
REFLECTION	This lesson could not be completed. The teacher only managed to get the students to answer the PBS question. The notes were not given as they did not bring their exercise books. The notes will be given on Tuesday next week.

 

 

DATE/DAY	21.02.2014 (Friday)
CLASS	3A
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	PBS: Reading and following sequence of ideas Literature – Around The World In 80 Days
TOPIC	B1DB1 Chapter 11: Passepartout Takes Too Great An Interest In Phileas Fogg and What Comes Out Of It
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) read and organise ideas in chronological order b) identify what Detective Fix did to Passepartout in order to stop Phileas from leaving Hong Kong c) identify what Phileas did after they had missed the Carnatic
LEARNING EMPHASIS	Vocabulary development, Moral values – determination and resourcefulness
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by explaining the PBS question that they will answer. She distributes the question paper and gives them 20 minutes to do it individually. b) At the end of this time, she moves on to Chapter 11 that was not completed yet on Wednesday. She continues to read the chapter by pausing at paragraphs that contain the main ideas. She stresses on these points and introduces any new words. c) At the end of the reading, she gives them notes for Chapters 9 and 10. d) Before the end of the class, she asks them to identify what Detective Fix did to Passepartout in order to stop Phileas from leaving Hong Kong as well as what Phileas did after they had missed the Carnatic.
REFLECTION	This lesson was completed. The students passed their Band 1 assessment. The teacher did not give notes for Chapters 9 and 10. But she managed to complete Chapter 11. Two out of three students could identify what Detective Fix did to Passepartout in order to stop Phileas from leaving Hong Kong. Four students also answered correctly when they described how Phileas had to board the Tankadere in order to get to the Carnatic.