RPH MINGGU 12

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

 

MINGGU 12

 

DATE/DAY	17.03.2014 (Monday)
CLASS	3A
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	Writing – composition
TOPIC	Qualities of a good teacher
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct a general sentence by using words such as ‘nowadays’, ‘every’ or ‘any’ b) construct sentences using simple present tense c) construct 2 sentences for an introduction of the essay
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by discussing the students’ previous essay on writing a speech. She writes down some of their errors on the board and how to correct them. b) Once this is done, she moves on to a new topic. The discussion starts with a question to the students on what kind of qualities do a good teacher possess. She listens to students’ answers and writes them down for further discussion on what each quality means. c) After that, she writes down the question for the day’s lesson. She reads the question aloud as the first step before writing the essay. Then, she asks them to identify any new or difficult words in the question as the second step. If there are any, the teacher guides them to guess meaning of words using the contextual clues. d) The third step is done by asking the students to identify the tense and fourth step is to determine the format for the essay. The students are expected to say that they are to write it using simple present tense and that the essay should have a title followed by six paragraphs. e) Next, she asks the students if they can identify the format for the essay. The essay doesn’t have any fixed format except for the fact that they need to write 6 paragraphs and to include a title. Hence, the teacher asks them to write the best title for the essay. f) Next, she gets them to organise the points into correct paragraphs. She asks the students to identify which major points go to which paragraph. She also gets them to think of the elaborations and their examples. This is done very briefly on the board by getting the students to contribute ideas. The teacher writes down these ideas on the board and the students take them down into their exercise books. g) Once this is done, the teacher gets them to write the introduction for the essay. She does this by asking them to write the first sentence which will be a general sentence. She gives them 3 minutes to do this. At the end of this time, she calls two students to volunteer and read out their sentence. The teacher listens and corrects any errors. Then, she asks them to choose which sentence is better. After choosing the best sentence, she redefines the sentence and writes it on the board. h) Next, she writes the second sentence and explains the difference between the two sentences. i) Before the lesson ends, she assigns homework for the students to do at home, which is to write the second paragraph by using the first major idea. This work will be discussed in class during Tuesday lesson.
REFLECTION	This lesson was completed. The teacher did not get to organise the major ideas based on the layout of the essay. The teacher will do this during Tuesday lesson. She will check their second paragraph during this time and will give the teacher some information on how well they organise the points.

 

DATE/DAY	17.03.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	Unit 6: Reduce, Reuse, Recycle
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) say aloud the waste items and recycle bins b) build vocabulary by pronouncing the targeted vocabulary
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to look at the given pictures in their textbook. She asks them questions that will get them to identify the items and the colour of the recycle bins. b) Then, the teacher plays the audio-video DVD to allow the students to listen to and practise saying aloud the waste items and recycle bins. c) She pauses after each waste item and recycle bin to allow all students to internalise the targeted vocabulary. d) The teacher makes sure that all of her students participate actively by asking them to repeat the words. e) After that, she draws students’ attention to the three bins in the picture. She asks them another question which will get them to identify the kinds of items that will go to each bin. She listens to students’ answers and corrects if they make any mistakes. f) Before the lesson ends, she tells them to repeat the words that they have learned in the lesson.
REFLECTION	This lesson was completed. The students were able to remember most of the words used to describe items in the picture when asked to repeat them before the class ended.

 

DATE/DAY	18.03.2014 (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) a simple acrostic poem using the adjectives of their names b) describe celebrities using adjectives
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues last Tuesday’s lesson by telling the students to complete their acrostic poem in their own groups. The students are given glitter dust and assortment of colour pens to decorate their manila cards. b) The teaceher and Cikgu James (ETA) monitor students’ progress in the class. They offer help whenever they are needed in terms of decorating the manila cards. c) At the end of the group work, the teacher and the ETA tell the students to put up their manila cards on the wall at the back of their class. The students and their teachers take pictures together. d) Before the lesson ends, the teacher asks the students what they have learned from the group activity. They are expected to  say that they have learned how to create an acrostic poem about their names by using adjectives.
REFLECTION	This lesson was completed. The students completed their poems. Pictures were taken as evidence for documentation of the ETA’s work in the classroom.

 

DATE/DAY	18.03.2014 (Tuesday)
CLASS	1L
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Unit 5: Reduce, Reuse, Recycle
TOPIC	Language In Action
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) learn the sentence patterns used for describing a recycling process b) practise using the sentence patterns used for describing a recycling process
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The students are told to open their textbooks to a series of pictures. The teacher asks them to describe what they can see in the pictures. The students are expected to say that they can see some stationary on the table. b) Next, she plays the audio-video DVD. She tells them to watch the video quietly. She replays the video if necessary so that they know what they are watching. c) Then, she pauses at the following sentence patterns that begin with the words firstly, secondly, next, then and finally. At every pause, the teacher initiates discussion by asking the students to retell the step. This will help to reinforce the use of the sentence patterns. d) After that, she gets some students to retell the steps in the video at the pauses selected to encourage the use of the sentence patterns. She ensures that all of the students participate actively. e) Before the lesson ends, she writes some of the targeted sentence patterns on the board. Students are told to take these down into their exercise books. They are also told to repeat each sentence with the teacher in order to reinforce understanding.
REFLECTION	This lesson was completed. The teacher played the DVD. But the students did not understand the sentences that they listened to. So, the teacher had to write the targeted sentences on the board. Then, the teacher had to explain what each sentence means. The students were told to repeat after the teacher so that they will be familiar with the targeted sentence patterns. The teacher will test their understanding again in the next lesson on Wednesday.

 

DATE/DAY	18.03.2014 (Tuesday)
CLASS	1A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 5: Reduce, Reuse, Recycle
TOPIC	Language In Action
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) learn the sentence patterns used for describing a recycling process b) practise using the sentence patterns used for describing a recycling process
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The students are told to open their textbooks to a series of pictures. The teacher asks them to describe what they can see in the pictures. The students are expected to say that they can see some stationary on the table. b) Next, she plays the audio-video DVD. She tells them to watch the video quietly. She replays the video if necessary so that they know what they are watching. c) Then, she pauses at the following sentence patterns that begin with the words firstly, secondly, next, then and finally. At every pause, the teacher initiates discussion by asking the students to retell the step. This will help to reinforce the use of the sentence patterns. d) After that, she gets some students to retell the steps in the video at the pauses selected to encourage the use of the sentence patterns. She ensures that all of the students participate actively. e) Before the lesson ends, she writes some of the targeted sentence patterns on the board. Students are told to take these down into their exercise books. They are also told to repeat each sentence with the teacher in order to reinforce understanding.
REFLECTION	This lesson was completed. The students were able to retell the steps in the video. They were able to identify the targeted sentence patterns.

 

DATE/DAY	18.03.2014 (Tuesday)
CLASS	3A
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Writing – composition
TOPIC	Qualities of a good teacher
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) elaborate on the second major idea by constructing the topic sentence, elaboration, example and its mini conclusion b) use adjectives and synonyms in their sentences
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues last Monday’s lesson by asking the students to show their second paragraphs. She calls a few students to read their work. Then, she comments on any errors and chooses the best paragraph to be shared with the whole class by writing it down on the board. She tells them to take it down into their exercise books. b) Next, she writes on the board a layout of ideas, their elaborations and examples. She guides the students how to find elaborations and examples for each major idea. The students are told to take these down into their books for reference. c) After that, she gives them 15 minutes to write the third paragraph by using the ideas on the board. At the end of this time, she reads out a few paragraphs and shows any weaknesses or strengths of each student’s work. Finally, she chooses the best third paragraph for the students to take down into their exercise books. d) Before the end of the class, she tells the students to write their fourth paragraph at home which they will discuss again on the coming Wednesday class.
REFLECTION	This lesson was not completed. Most of the students found it difficult to write the elaboration and example for the first main idea. Hence, the teacher has to illustrate on the board the necessary points for the second paragraph. The third paragraph was assigned as homework which the teacher will check during Wednesday lesson.

 

DATE/DAY	19.03.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Winter Wonderland
TOPIC	Arts and Words of The Winter Season
LEARNING OBJECTIVES	At the end of the lesson, students will be able to: a) match pictures of winter and their description b) make paper snowflakes using scrap paper
LEARNING EMPHASIS	Multiple intelligence, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher and Cikgu James (ETA) begin the lesson by asking the students to guess the season in the United States of America. They listen to students’ answers before telling them the correct answer. b) Then, Cikgu James shows the students a video of snow falling in his neighbourhood from last December. He also shows them photos of winter at his home in upstate New York. c) Next, the teacher and Cikgu James review a list of words related to winter. They write them on the board and get them to read each of the word once they have finished watching the video. d) After that, the teacher and Cikgu James hand out pictures and descriptions of winter. Some students may get pictures while some may get the descriptions. Once every student gets a picture or a description, the teacher and Cikgu James tell the students to stand up and to walk around the class. The students who have the pictures are to look for matching descriptions for their pictures. e) Once found, the students are to sit down with their partners. They are given two minutes to settle down. After that, they are to present in front of the class the information and the picture about winter. f) Next, the teacher and Cikgu James distribute scrap paper to every student. Cikgu James will demonstrate how to make a paper snowflake using the scrap paper. The students are to watch quietly. Once Cikgu James is done, he will draw several templates of the paper snowflakes on the board. The students are told to choose their favourite template and to draw it onto their scrap paper. f) Once they are done with their drawing, the teacher and Cikgu James get the students to start folding their papers. Once everyone has a complete snowflake, the teacher and Cikgu James take pictures of students’ work. g) Before the lesson ends, the teacher asks the students what they have learned in class.
REFLECTION	This lesson was completed. The students were able to look for matching descriptions for their pictures. They also presented in front of the class and made interesting snowflakes.

 

 

DATE/DAY	19.03.2014 (Wednesday)
CLASS	3A
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	Writing- composition
TOPIC	Qualities of a good teacher
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) elaborate on the fourth major idea by constructing the topic sentence, elaboration, example and its mini conclusion b) use adjectives and synonyms in their sentences
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues last Tuesday’s lesson by asking the students to show their fourth paragraph. She calls a few students to read their work. Then, she comments on any errors and chooses the best paragraph to be shared with the whole class by writing it down on the board. She tells them to take it down into their exercise books. b) Next, she gives them 15 minutes to do their fifth paragraph by using the fourth major idea. At the end of time, she calls a few students to read their paragraphs for everyone to hear. The teacher comments on each paragraph in terms of its weakness or strengths. Finally, she asks the students to choose the best paragraph. With this, the teacher writes down the chosen paragraph but redefines it so that it doesn’t have any grammatical mistakes before the students take it down as a sample paragraph. b) After that, she tells them to write their conclusion before handing in their essay books.
REFLECTION	This lesson had to be postponed to Friday. The teacher could not enter the class as she had to attend a Meeting for Choral Speaking Coaches at SMK Taee at 2.30p.m until 4.00 p.m.

 

DATE/DAY	19.03.2014 (Wednesday)
CLASS	1L
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Unit 6: Reduce, Reuse, Recyle
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about recycling waste items b) practise vocabulary learned and its pronunciation c) practise the sentence patterns related to the process of recycling waste items
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students if they have ever made any items from recycled materials. If they answer, the teacher shows them two items that are made from plastic and old newspaper. She explains how the two items are produced from recycled waste items. b) Next, she tells them to look at four pictures in their textbooks. She asks them to describe what they see in Pictures a, b, c and d. c) After that, she gets the students to work in groups of five or four. They are to choose a recycled product from either picture b (a pencil holder) or d (a puppet). Every group member is to arrange the process of making the product based on the picture. The teacher has at this point written processes for producing product b and d on the board. She gives them 10 minutes to do this in their group. d) Next, the teacher calls any groups to present their answer. Each person in the group is to stand up and read out 1 step of the process aloud. e) Then, the teacher conducts a game whereby any groups can try to answer. The teacher will point either to product B or D. If she does this, any students from any groups can say out any of the steps in the process of making that item. Two marks will be allocated to any groups who read out the matching step. f) Before the end of the lesson, the teacher asks the students to tell her what they have learned in the class.
REFLECTION	This lesson had to be postponed to Friday. The teacher could not enter the class as she had to attend a Meeting for Choral Speaking Coaches at SMK Taee at 2.30p.m until 4.00 p.m.

 

DATE/DAY	20.03.2014 (Thursday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 6: Reduce, Reuse, Recyle
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about recycling waste items b) practise vocabulary learned and its pronunciation c) practise the sentence patterns related to the process of recycling waste items
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students if they have ever made any items from recycled materials. If they answer, the teacher shows them two items that are made from plastic and old newspaper. She explains how the two items are produced from recycled waste items. b) Next, she tells them to look at four pictures in their textbooks. She asks them to describe what they see in Pictures a, b, c and d. c) After that, she gets the students to work in groups of five or four. They are to choose a recycled product from either picture b (a pencil holder) or d (a puppet). Every group member is to arrange the process of making the product based on the picture. The teacher has at this point written processes for producing product b and d on the board. She gives them 10 minutes to do this in their group. d) Next, the teacher calls any groups to present their answer. Each person in the group is to stand up and read out 1 step of the process aloud. e) Then, the teacher conducts a game whereby any groups can try to answer. The teacher will point either to product B or D. If she does this, any students from any groups can say out any of the steps in the process of making that item. Two marks will be allocated to any groups who read out the matching step. f) Before the end of the lesson, the teacher asks the students to tell her what they have learned in the class.
REFLECTION	This lesson was completed. The students were also able to present their work in class. However, the teacher did not get to conduct the game as she prepared them to carry out the next activity in a lesson after the school holidays.

 

DATE/DAY	20.03.2014 (Thursday)
CLASS	3N
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Literature: The novel – Around The World In 80 Days
TOPIC	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) 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 asking the students what they still remember about Chapters 5 and 6 of the novel. She listens to their responses and helps them if they have any difficulties in explaining their answer.  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 was completed. The teacher managed to also cover Chapters 8 and 9 apart from Chapter 7. The notes for these 3 chapters were also completed and given to the students. The students could relate how Phileas and his friends rescued Aouda.

 

DATE/DAY	13.03.2014 (Thursday)
CLASS	IL
TIME	5.45- 6.20 pm
SUBJECT	English
UNIT	Unit 6: Reduce, Reuse, Recycle
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) share and talk about the process of recycling a waste item b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to describing the process of     recycling a waste item
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The students are asked to look at the given picture in their textbooks. She asks them to describe what they see in it. They are expected to say that a girl is explaining something to her friends. b) Next, she asks them what they can see on the white board behind the girl. The students are expected to say that they can see a bracelet, pencil holders, a photo frame, a bookmark and box files. c) After that, the teacher tells them that they are going to talk about their recycled product individually. They are given 10 minutes to choose an item that they will like to recycle and the processes that are involved in recycling the chosen item into something new. d) The teacher tells the students that they are to sit in their own group. Each student in the group is to take turns to tell about their chosen item and the recycling process. Other students are to ask questions during the show and tell session. This is to ensure that all students are actively involved during the show and tell activity. e) Before the class ends, the teacher calls for some students to share with the whole class about their presentation.
REFLECTION	This lesson was not completed. The school assembly was held during this period. This lesson will be postponed to the week after the school holiday.

 

DATE/DAY	21.03.2014 (Friday)
CLASS	1A
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Unit 6: Reduce, Reuse, Recycle
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) share and talk about the process of recycling a waste item b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to describing the process of     recycling a waste item
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The students are asked to look at the given picture in their textbooks. She asks them to describe what they see in it. They are expected to say that a girl is explaining something to her friends. b) Next, she asks them what they can see on the white board behind the girl. The students are expected to say that they can see a bracelet, pencil holders, a photo frame, a bookmark and box files. c) After that, the teacher tells them that they are going to talk about their recycled product individually. They are given 10 minutes to choose an item that they will like to recycle and the processes that are involved in recycling the chosen item into something new. d) The teacher tells the students that they are to sit in their own group. Each student in the group is to take turns to tell about their chosen item and the recycling process. Other students are to ask questions during the show and tell session. This is to ensure that all students are actively involved during the show and tell activity. e) Before the class ends, the teacher calls for some students to share with the whole class about their presentation.
REFLECTION	This lesson was not completed. It was postponed to give way to the teacher to present rewards to the students who had done very well in their class presentations during the many group work activities held in the class. The students were given food goodies which they ate in the class. The lesson will be postponed to the week after the school holidays.

 

DATE/DAY	21.03.2014 (Friday)
CLASS	3N
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Writing
TOPIC	Describing people and activities – simple present tense
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct sentences using simple present tense b) construct simple sentences using 4 or 5 words
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students that they are going to do revision of previously learned sentences. She distributes pictures to each student and asks them what they can see in the pictures. She listens to their answers and gives her comments. b) Next, she writes an example of a sentence on 1 of the pictures. She explains how simple present tense is used in the sentence. She shows another sentence that describes the pictures and explains what it means as well as how to write the sentence. c) After that, she tells the students to work in pairs and to write 3 more sentences to describe the pictures. She gives them 10 minutes to do this. d) At the end of this time, she calls a few students to write their sentences on the board. Then, she checks each sentence for any errors. If there are, she explains and shows how each error is corrected e) The teacher distributes another set of pictures. She repeats similar process in order to get the students to have more practice in writing sentences. f) Before the end of this lesson, the teacher reminds them to bring their books again on Monday after the holidays as they will be given more practice on writing sentences.
REFLECTION	This lesson was not completed. The reason is because the teacher used this time to mark the students’ exercise books and to get some students to complete some of unfinished school work. This lesson will be postponed to the week after the school holidays.

 

 

DATE/DAY	21.02.2014 (Friday)
CLASS	3A
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	Writing- composition
TOPIC	Qualities of a good teacher
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct sentences using simple present tense b) expand on the major ideas using elaborations and examples c) write a minimum of 4 sentences for each content paragraph
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues last Tuesday’s lesson. She gets some students to share their third paragraphs with everyone in the class. She reads out their third paragraph that uses the second major idea and comments on the strengths or weaknesses of each paragraph. b) The teacher improves on a few of those third paragraphs by writing down a sample for the students to take down into their exercise books. c) Next, she gets them to complete the fourth, fifth and sixth paragraphs as homework to be completed during the school holiday. She gives them hints of useful adjectives or phrases that they can use in their essay. The essay will be handed in on Monday after the end of the school holiday.
REFLECTION	This lesson was completed. School ended at 5.45 pm on this day. Hence, the teacher could only illustrate how to do 1 paragraph in the class. She found out that most of the students did not know how to write the elaboration and the examples for each major idea. Thus, the teacher had to give more guide on how to write an elaboration and an example for the fourth paragraph with the hope that the students will refer to it as an example when they write their own fifth and final paragraph.