RANCANGAN
PENGAJARAN HARIAN
MATA PELAJARAN: BAHASA INGGERIS
MINGGU
17
|
DATE/DAY
|
21.04.2014
(Monday)
|
|
CLASS
|
3A
|
|
TIME
|
1.25
– 2.35 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Learning to write English sentences
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
construct compound sentences using SVO, SVA, SVP and SVT
|
|
LEARNING
EMPHASIS
|
Learning
how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students what SVO, SVA, SVP and
SVT structures mean. The students are expected to say that SV refers to
subject and verb while O means object, A means adverb, P means place and T
means time.
b)
Next, the teacher introduces 1 type of sentence which is called a compound
sentence. She gives a few examples which use conjunctions such as for, and,
neither, but, or, yet and so.
c)
Then, she tells the students to construct 3 compound sentences for each of
the 4 sentence structures. They are given 15 minutes to do this on their own.
d)
At the end of this time, the teacher calls out a few students to read out
their sentences in class for the teacher to edit.
e)
Before the lesson ends, the teacher reminds the students that they will sit
for a grammer quiz on all of the 6 learned sentence structures and compound
sentence.
|
|
REFLECTION
|
This
lesson had to be postponed. The teacher had to use this period to carry out a
Choral Speaking practice at the dining hall.
|
|
DATE/DAY
|
21.04.2014
(Monday)
|
|
CLASS
|
1L
|
|
TIME
|
5.10
– 5.45 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Unit
7: Healthy Eating
|
|
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 healthy eating
|
|
LEARNING
EMPHASIS
|
Multi
Intelligence, Learning how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students to describe what a group
of students are doing in a picture. They are expected to say things such as
doing a discussion on food items.
b)
Next, she tells them that they are going to open a restaurant. They are to
work in groups of four or five. They are to decide on the types of
restaurants they want to open. The teacher guides them on choosing from a
list of different types of restaurants.
c)
Next, in their groups, the students need to create and design their menu. The
menu should reflect the type of restaurants that they have chosen. Their menu
should also promote healthy eating.
d)
The students are given 20 minutes to create and design their restaurants in
their own groups. They are to colour the food items to make their menu more
presentable and to write words such as starters, maincourses, vegetables,
desserts and drinks.
e)
At the end of this time, the students are to share and talk about their
restaurants by introducing the name of the restaurant, they type of
restarant, the dishes in the menu and why the dishes are chosen for the menu
f)
The teacher gets students to vote on the best presentation and give reasons
for their choice. All of the groups are given the opportunity to share.
g)
Before the end of this lesson, the winning group is announced and gifts are
given to the members of the group.
|
|
REFLECTION
|
This
lesson had to be postponed. The teacher had to use this period to carry out a
Choral Speaking practice at the dining hall.
|
|
DATE/DAY
|
22.04.2014
(Tuesday)
|
|
CLASS
|
3N
|
|
TIME
|
12.50
– 2.00 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Literature
|
|
TOPIC
|
Around The World In 80 Days – The
character that I like: Passepartout
|
|
LEARNING
OBJECTIVES
|
At
the end of the lesson, students should be able to:
a)
identify 3 reasons as to why Passepartout is a favourable character by using
adjectives to describe his qualities
b)
identify the most suitable evidence from the novel to support an elaboration
for a major idea (reason)
c)
explain why a certain quality is given to Passepartout
|
|
LEARNING
EMPHASIS
|
Learning
how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students to identify which of the
three major characters that they like the most. They are expected to say
either Phileas Fogg, Jean Passepartout and Aouda. Then, she asks them to
explain why they like their chosen character. She listens and notes down
their answers on the board.
b)
Next, she writes the essay question for discussion on the board. Students are
told to take it down into their books. After that, the teacher reads the
question aloud in the class and stresses that it is the kind of question that
they will find in a PMR formatted examination paper 2.
c)
After that, she asks them to identify the key words in the question in order
to help them better understand the requirements of the question. The students
are to note down that they are to write an essay on a favourate character by
using the novel to support their answer.
d)
Then, she tells them to identify the correct tense and useful vocabulary for
the essay. For this, she brings their attention again to the adjectives that
they have used to describe Passepartout. She asks them to analyse each
quality and to ask themselves if they can find evidence from the novel which
proves that those qualities are present in Passepartout. This is to help them
to fine tune the 3 best qualities of Passepartout.
e)
Next, she presents a layout for the essay which contains 5 paragraphs – 1
introduction paragraph, 3 content paragraphs and 1 concluding paragraph. She
tells the students that each content paragraph must have 4 sentences – a
topic sentence, an elaboration, an example, which must contain evidence from
the novel and a concluding sentence. The teacher stresses to the students
that they must always use the most accurate evidence from the novel to write
their example as students are not allowed to use their imagination or write
something which is not described in the novel.
f)
The teacher uses the remaining lesson time to illustrate how to write the
introduction and the second paragraph that contains the first major idea,
which is obedient. She stresses on targeted sentence structure for the
introduction and the content paragraph which must have sequence connectors to
signal the different types of sentences that they must use.
g)
Before the end of the lesson, she asks the students to bring their books
again on the next lesson as the essay writing will be continued.
|
|
REFLECTION
|
This
lesson was not completed. The teacher had to use this class’ double periods
to conduct a training session with the Choral Speaking team as the date of
the competition is on the 23rd of April. This lesson will be
postponed to Wednesday.
|
|
DATE/DAY
|
22.04.2014
(Tuesday)
|
|
CLASS
|
1L
|
|
TIME
|
2.00
– 3.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Unit
7: Healthy Eating
|
|
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 healthy eating
|
|
LEARNING
EMPHASIS
|
Multi
Intelligence, Learning how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students to describe what a group
of students are doing in a picture. They are expected to say things such as
doing a discussion on food items.
b)
Next, she tells them that they are going to open a restaurant. They are to
work in groups of four or five. They are to decide on the types of
restaurants they want to open. The teacher guides them on choosing from a
list of different types of restaurants.
c)
Next, in their groups, the students need to create and design their menu. The
menu should reflect the type of restaurants that they have chosen. Their menu
should also promote healthy eating.
d)
The students are given 20 minutes to create and design their restaurants in
their own groups. They are to colour the food items to make their menu more
presentable and to write words such as starters, maincourses, vegetables,
desserts and drinks.
e)
At the end of this time, the students are to share and talk about their
restaurants by introducing the name of the restaurant, they type of
restarant, the dishes in the menu and why the dishes are chosen for the menu
f)
The teacher gets students to vote on the best presentation and give reasons
for their choice. All of the groups are given the opportunity to share.
g)
Before the end of this lesson, the winning group is announced and gifts are
given to the members of the group.
|
|
REFLECTION
|
This
lesson had to be postponed. The teacher had to use this period to carry out a
Choral Speaking practice at the dining hall.
|
|
DATE/DAY
|
22.04.2014
(Tuesday)
|
|
CLASS
|
1A
|
|
TIME
|
4.35
– 5.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Unit
7: Healthy Eating
|
|
TOPIC
|
Having
Fun
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
talk about meals for healthy eating using pictures
b)
practise the vocabulary learned and its pronunciation
c)
practise the sentence patterns related to healthy eating
|
|
LEARNING
EMPHASIS
|
Multiple
intelligence, vocabulary development
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher continues previous lesson on Friday last week in the class where
the students had to draw a meal plans for breakfast, lunch and dinner. The
teacher asks them to take out their work and to do a pair work.
b)
Before the students start, the teacher models the sentence patterns needed
for this pair work. She writes the sentences on the board and explains what
they mean.
c)
Next, the students are to take turns to tell their friend their meal plans
and to give reasons for their choice. They are given 10 minutes to do this in
class.
d)
Once the students have completed their work, the teacher asks them what they
have learned in class.
|
|
REFLECTION
|
This
lesson had to be postponed. The teacher had to use this period to carry out a
Choral Speaking practice at the dining hall.
|
|
DATE/DAY
|
22.04.2014
(Tuesday)
|
|
CLASS
|
3A
|
|
TIME
|
5.45
– 6.20 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Learning to write English sentences
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
construct compound sentences using SVO, SVA, SVP and SVT
|
|
LEARNING
EMPHASIS
|
Learning
how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students what SVO, SVA, SVP and
SVT structures mean. The students are expected to say that SV refers to
subject and verb while O means object, A means adverb, P means place and T
means time.
b)
Next, the teacher introduces 1 type of sentence which is called a compound sentence.
She gives a few examples which use conjunctions such as for, and, neither,
but, or, yet and so.
c)
Then, she tells the students to construct 3 compound sentences for each of
the 4 sentence structures. They are given 15 minutes to do this on their own.
d)
At the end of this time, the teacher calls out a few students to read out
their sentences in class for the teacher to edit.
e)
Before the lesson ends, the teacher reminds the students that they will sit
for a grammer quiz on all of the 6 learned sentence structures and compound
sentence.
|
|
REFLECTION
|
This
lesson had to be postponed as the teacher used this time to conduct a Choral
Speaking practice at the dining hall.
|
|
DATE/DAY
|
23.04.2014
(Wednesday)
|
|
CLASS
|
1A
|
|
TIME
|
12.50
– 2.00 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Unit
7: Healthy Eating
|
|
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 healthy eating
|
|
LEARNING
EMPHASIS
|
Multi
Intelligence, Learning how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students to describe what a group
of students are doing in a picture. They are expected to say things such as
doing a discussion on food items.
b)
Next, she tells them that they are going to open a restaurant. They are to
work in groups of four or five. They are to decide on the types of
restaurants they want to open. The teacher guides them on choosing from a
list of different types of restaurants.
c)
Next, in their groups, the students need to create and design their menu. The
menu should reflect the type of restaurants that they have chosen. Their menu
should also promote healthy eating.
d)
The students are given 20 minutes to create and design their restaurants in
their own groups. They are to colour the food items to make their menu more
presentable and to write words such as starters, maincourses, vegetables,
desserts and drinks.
e)
At the end of this time, the students are to share and talk about their
restaurants by introducing the name of the restaurant, they type of
restarant, the dishes in the menu and why the dishes are chosen for the menu
f)
The teacher gets students to vote on the best presentation and give reasons
for their choice. All of the groups are given the opportunity to share.
g)
Before the end of this lesson, the winning group is announced and gifts are
given to the members of the group.
|
|
REFLECTION
|
This
lesson had to be postponed as the teacher and the Choral Speaking team went
for the Choral Speaking competition at SMK Taee from 8.00am to 12.00pm.
|
|
DATE/DAY
|
23.04.2014
(Wednesday)
|
|
CLASS
|
3A
|
|
TIME
|
3.25
– 4.00 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Learning to write English sentences
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
construct compound sentences using SVO, SVA, SVP and SVT
|
|
LEARNING
EMPHASIS
|
Learning
how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students what SVO, SVA, SVP and
SVT structures mean. The students are expected to say that SV refers to
subject and verb while O means object, A means adverb, P means place and T
means time.
b)
Next, the teacher introduces 1 type of sentence which is called a compound
sentence. She gives a few examples which use conjunctions such as for, and,
neither, but, or, yet and so.
c)
Then, she tells the students to construct 3 compound sentences for each of
the 4 sentence structures. They are given 15 minutes to do this on their own.
d)
At the end of this time, the teacher calls out a few students to read out
their sentences in class for the teacher to edit.
e)
Before the lesson ends, the teacher reminds the students that they will sit
for a grammer quiz on all of the 6 learned sentence structures and compound
sentence.
|
|
REFLECTION
|
This
lesson had to be postponed as the teacher and the Choral Speaking team went
for the Choral Speaking competition at SMK Taee from 8.00am to 12.00pm.
|
|
DATE/DAY
|
23.04.2014
(Wednesday)
|
|
CLASS
|
1L
|
|
TIME
|
4.00
– 5.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Unit
7: Healthy Eating
|
|
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 healthy eating
|
|
LEARNING
EMPHASIS
|
Multi
Intelligence, Learning how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students to describe what a group
of students are doing in a picture. They are expected to say things such as
doing a discussion on food items.
b)
Next, she tells them that they are going to open a restaurant. They are to
work in groups of four or five. They are to decide on the types of
restaurants they want to open. The teacher guides them on choosing from a list
of different types of restaurants.
c)
Next, in their groups, the students need to create and design their menu. The
menu should reflect the type of restaurants that they have chosen. Their menu
should also promote healthy eating.
d)
The students are given 20 minutes to create and design their restaurants in
their own groups. They are to colour the food items to make their menu more
presentable and to write words such as starters, maincourses, vegetables,
desserts and drinks.
e)
At the end of this time, the students are to share and talk about their
restaurants by introducing the name of the restaurant, they type of
restarant, the dishes in the menu and why the dishes are chosen for the menu
f)
The teacher gets students to vote on the best presentation and give reasons
for their choice. All of the groups are given the opportunity to share.
g)
Before the end of this lesson, the winning group is announced and gifts are
given to the members of the group.
|
|
REFLECTION
|
This
lesson had to be postponed as the teacher and the Choral Speaking team went
for the Choral Speaking competition at SMK Taee from 8.00am to 12.00pm.
|
|
DATE/DAY
|
24.04.2014
(Thursday)
|
|
CLASS
|
1A
|
|
TIME
|
12.50
– 2.00 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Writing
|
|
TOPIC
|
Writing
informal letters to American pen pals
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
use the correct format to write an informal letter
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students to take out their
informal letters which they wrote last week. The letters have been edited and
the teacher distributes colourful A4 papers for them to write their edited
letters. The students are encouraged to draw creative designs on their
letters in order to make them more presentable to their new pen pals.
b)
She gives them 30 minutes do this in the class. Once they are done, she
distributes trinkets to some students who have completed their letters. She
gives them small strips of colourful papers where they are to write very
short descriptions of each trinket from Sarawak.
c)
The teacher collects these descriptions and the trinket once the students
have completed writing about them.
d)
Next, the teacher takes individual pictures of each student which will be
pasted onto each of their letters. She also snaps a class photo. All of the
letters, the trinkets and the photos will be posted to Galway Central School
in New York, USA by Monday next week.
e)
Before the lesson ends, the teacher reminds the students to bring their OPS
textbook for a lesson on Fun In Sharing.
|
|
REFLECTION
|
This
lesson was completed. The teacher found out that the students made major
grammatical errors especially with subject-verb agreement. This will be
rectified in class once they start to write essays in the class.
|
|
DATE/DAY
|
24.04.2014
(Thursday)
|
|
CLASS
|
3N
|
|
TIME
|
3.25
– 4.35 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Literature
|
|
TOPIC
|
Around The World In 80 Days – The
character that I like: Passepartout
|
|
LEARNING
OBJECTIVES
|
At
the end of the lesson, students should be able to:
a)
identify 3 reasons as to why Passepartout is a favourable character by using
adjectives to describe his qualities
b)
identify the most suitable evidence from the novel to support an elaboration
for a major idea (reason)
c)
explain why a certain quality is given to Passepartout
|
|
LEARNING
EMPHASIS
|
Learning
how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students to identify which of the
three major characters that they like the most. They are expected to say
either Phileas Fogg, Jean Passepartout and Aouda. Then, she asks them to
explain why they like their chosen character. She listens and notes down
their answers on the board.
b)
Next, she writes the essay question for discussion on the board. Students are
told to take it down into their books. After that, the teacher reads the
question aloud in the class and stresses that it is the kind of question that
they will find in a PMR formatted examination paper 2.
c)
After that, she asks them to identify the key words in the question in order
to help them better understand the requirements of the question. The students
are to note down that they are to write an essay on a favourate character by
using the novel to support their answer.
d)
Then, she tells them to identify the correct tense and useful vocabulary for
the essay. For this, she brings their attention again to the adjectives that
they have used to describe Passepartout. She asks them to analyse each
quality and to ask themselves if they can find evidence from the novel which
proves that those qualities are present in Passepartout. This is to help them
to fine tune the 3 best qualities of Passepartout.
e)
Next, she presents a layout for the essay which contains 5 paragraphs – 1
introduction paragraph, 3 content paragraphs and 1 concluding paragraph. She
tells the students that each content paragraph must have 4 sentences – a
topic sentence, an elaboration, an example, which must contain evidence from
the novel and a concluding sentence. The teacher stresses to the students
that they must always use the most accurate evidence from the novel to write
their example as students are not allowed to use their imagination or write
something which is not described in the novel.
f)
The teacher uses the remaining lesson time to illustrate how to write the
introduction and the second paragraph that contains the first major idea,
which is obedient. She stresses on targeted sentence structure for the
introduction and the content paragraph which must have sequence connectors to
signal the different types of sentences that they must use.
g)
Before the end of the lesson, she asks the students to bring their books
again on the next lesson as the essay writing will be continued.
|
|
REFLECTION
|
This
lesson was not completed. The students have forgotten most of the things that
they have learnt about this novel. Hence, the teacher had to revise Chapters
1 to 10 in order to help them to remember the plot of the story. This lesson
will be continued again on Friday.
|
|
DATE/DAY
|
24.04.2014
(Thursday)
|
|
CLASS
|
IL
|
|
TIME
|
5.45-
6.20 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Unit
7: Healthy Eating
|
|
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 healthy eating
|
|
LEARNING
EMPHASIS
|
Multi
Intelligence, Learning how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students to describe what a group
of students are doing in a picture. They are expected to say things such as
doing a discussion on food items.
b)
Next, she tells them that they are going to open a restaurant. They are to
work in groups of four or five. They are to decide on the types of
restaurants they want to open. The teacher guides them on choosing from a
list of different types of restaurants.
c)
Next, in their groups, the students need to create and design their menu. The
menu should reflect the type of restaurants that they have chosen. Their menu
should also promote healthy eating.
d)
The students are given 20 minutes to create and design their restaurants in
their own groups. They are to colour the food items to make their menu more
presentable and to write words such as starters, maincourses, vegetables,
desserts and drinks.
e)
At the end of this time, the students are to share and talk about their
restaurants by introducing the name of the restaurant, they type of restaurant,
the dishes in the menu and why the dishes are chosen for the menu
f)
The teacher gets students to vote on the best presentation and give reasons
for their choice. All of the groups are given the opportunity to share.
g)
Before the end of this lesson, the winning group is announced and gifts are
given to the members of the group.
|
|
REFLECTION
|
This
lesson was not completed. The 1 period lesson was not adequate to complete
the students’ presentation. However, they managed to complete drawing simple
pictures of starters, maincourses, vegetables, desserts and drinks. This
lesson will be continued again on Monday next week.
|
|
DATE/DAY
|
25.04.2014
(Friday)
|
|
CLASS
|
1A
|
|
TIME
|
2.35
– 3.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Unit
7: Healthy Eating
|
|
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 healthy eating
|
|
LEARNING
EMPHASIS
|
Multi
Intelligence, Learning how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students to describe what a group
of students are doing in a picture. They are expected to say things such as
doing a discussion on food items.
b)
Next, she tells them that they are going to open a restaurant. They are to
work in groups of four or five. They are to decide on the types of
restaurants they want to open. The teacher guides them on choosing from a
list of different types of restaurants.
c)
Next, in their groups, the students need to create and design their menu. The
menu should reflect the type of restaurants that they have chosen. Their menu
should also promote healthy eating.
d)
The students are given 20 minutes to create and design their restaurants in
their own groups. They are to colour the food items to make their menu more
presentable and to write words such as starters, maincourses, vegetables,
desserts and drinks.
e)
At the end of this time, the students are to share and talk about their
restaurants by introducing the name of the restaurant, they type of
restarant, the dishes in the menu and why the dishes are chosen for the menu
f)
The teacher gets students to vote on the best presentation and give reasons
for their choice. All of the groups are given the opportunity to share.
g)
Before the end of this lesson, the winning group is announced and gifts are
given to the members of the group.
|
|
REFLECTION
|
This
lesson was not completed. The students had to attend a talk presented by a counseling
teacher at the ICT Lab from 2.35 pm until 3.30 pm. This lesson will be
carried out on Tuesday next week.
|
|
DATE/DAY
|
25.04.2014
(Friday)
|
|
CLASS
|
3N
|
|
TIME
|
4.00
– 5.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Literature
|
|
TOPIC
|
Around The World In 80 Days – The
character that I don’t like: Detective Fix
|
|
LEARNING
OBJECTIVES
|
At
the end of the lesson, students should be able to:
a)
identify 3 reasons as to why Detective Fix is not a favourable character by
using adjectives to describe his qualities
b)
identify the most suitable evidence from the novel to support an elaboration
for a major idea (reason)
c)
explain why a certain quality is given to Detective Fix
|
|
LEARNING
EMPHASIS
|
Learning
how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students to identify which of the
three major characters that they don’t like the most. They are expected to
say Detective Fix. Then, she asks them to explain why they like their chosen
character. She listens and notes down their answers on the board.
b)
Next, she writes the essay question for discussion on the board. Students are
told to take it down into their books. After that, the teacher reads the
question aloud in the class and stresses that it is the kind of question that
they will find in a PMR formatted examination paper 2.
c)
After that, she asks them to identify the key words in the question in order
to help them better understand the requirements of the question. The students
are to note down that they are to write an essay on a favourate character by
using the novel to support their answer.
d)
Then, she tells them to identify the correct tense and useful vocabulary for
the essay. For this, she brings their attention again to the adjectives that
they have used to describe Detective Fix. She asks them to analyse each
quality and to ask themselves if they can find evidence from the novel which
proves that those qualities are present in Detective Fix. This is to help
them to fine tune the 3 unpleasant qualities of Detective Fix.
e)
Next, she presents a layout for the essay which contains 5 paragraphs – 1
introduction paragraph, 3 content paragraphs and 1 concluding paragraph. She
tells the students that each content paragraph must have 4 sentences – a
topic sentence, an elaboration, an example, which must contain evidence from
the novel and a concluding sentence. The teacher stresses to the students
that they must always use the most accurate evidence from the novel to write
their example as students are not allowed to use their imagination or write
something which is not described in the novel.
f)
The teacher uses the remaining lesson time to illustrate how to write the
introduction and the second paragraph that contains the first major idea,
which is obedient. She stresses on targeted sentence structure for the
introduction and the content paragraph which must have sequence connectors to
signal the different types of sentences that they must use.
g)
Before the end of the lesson, she asks the students to bring their books
again on the next lesson as the essay writing will be continued.
|
|
REFLECTION
|
This
lesson was not completed. The teacher had to continue the essay on “The
Character That I Like” from previous Thursday. This lesson will be carried
out again on Wednesday next week.
|
|
DATE/DAY
|
25.04.2014
(Friday)
|
|
CLASS
|
3A
|
|
TIME
|
5.10
– 6.20 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Learning to write English sentences
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
construct compound sentences using SVO, SVA, SVP and SVT
|
|
LEARNING
EMPHASIS
|
Learning
how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson by asking the students what SVO, SVA, SVP and
SVT structures mean. The students are expected to say that SV refers to
subject and verb while O means object, A means adverb, P means place and T
means time.
b)
Next, the teacher introduces 1 type of sentence which is called a compound
sentence. She gives a few examples which use conjunctions such as for, and,
neither, but, or, yet and so.
c)
Then, she tells the students to construct 3 compound sentences for each of
the 4 sentence structures. They are given 15 minutes to do this on their own.
d)
At the end of this time, the teacher calls out a few students to read out
their sentences in class for the teacher to edit.
e)
Before the lesson ends, the teacher reminds the students that they will sit
for a grammer quiz on all of the 6 learned sentence structures and compound
sentence.
|
|
REFLECTION
|
This
lesson was not completed. The 3A students had to sit for a PERMATA
examinations at the ICT Lab from 5.10 to 6.20 pm. This lesson will be carried
forward on Monday next week.
|
