RPH MINGGU 15

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

 

MINGGU 15

 

DATE/DAY	07.04.2014 (Monday)
CLASS	3A
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Learning about writing sentences
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) divide sentences into subject, verb and object parts
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by commenting on structural errors that the students made in their essay entitled, “Qualities of a good teacher”. She explains why it is an error to write an English sentence using other languages’ structures. This is done by illustrating on the board some of their structural errors. b) Next, she explains the three parts of an English sentence which contains a subject, a verb and an object. The teacher also explains what a subject, a verb and an object are by supplementing her explanation with students’ answers. c) After that, she distributes newspaper articles to each student. The students are to copy the table and to fill it with examples of sentences from the newspaper article. They are to divide each sentence into subject, verb and object. The students give them time to write as many sentences as they can as a source of reference. d) Before the lesson ends, the teacher asks the students what they have learned about English sentences.
REFLECTION	This lesson was completed. The students inquired when they have trouble to divide the sentences into subject, verb and object parts. The trouble arose when they were not sure which word was a verb especially when there are adverbs before a verb or when there is only a be-verb.

 

DATE/DAY	07.04.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	Unit 7: Healthy Eating
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) name specific dishes b) build vocabulary when they name specific dishes c) pronounce the targeted vocabulary
LEARNING EMPHASIS	Multiple intelligence, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to look at a given picture. She asks them to identify the meat and the vegetable dishes as well as the types of fruits in the picture. The students are expected to give a variety of dishes using English names. b) Then, the teacher plays the audio-video DVD to allow students to listen to and practise saying aloud the food items. She pauses after each food item to allow all students to internalise the targeted vocabulary. This is to ensure that everyone participates actively. c) After this is done, she asks the students to ask at least five students in the class about their favourite food based on the stimulus. They are reminded to use the sentence structures learned in the previous lesson. If they have forgotten, the teacher models the targeted sentence patterns by writing it again on the board. She reads it aloud for everyone to listen to. The students are given 10 minutes to do this. d) At the end of this time, the students are called to share in the class about five friends’ favourite food. e) Before the end of this lesson, the students are asked about what they have learned for the day.
REFLECTION	This lesson was completed yet. The reason is the teacher wanted the students to master the targeted vocabulary. However, the students managed to ask their friends about their favourite food. Most of the students used the targeted sentence structures. But they were reluctant to share with the class about their findings. The teacher had to persuade them to stand at their own place and helped them said each word correctly.

 

DATE/DAY	08.04.2014 (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	08.04.2014 (Tuesday)
CLASS	1L
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Unit 7: Healthy Eating
TOPIC	Language In Action
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) learn to say declarative sentences by using the sentences when giving factual information on classes of food
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The lesson begins by the teacher telling the students to look at the given picture in their textbooks. She asks them to identify the food items in the pictures and to predict what the video which the teacher will play, is about. b) Then, the teacher plays the audio-video DVD and tells the students to watch the video. She pauses to ask some questions which will get them to describe what food classes are such as carbohydrates and proteins are to name a few. She also wants the students to identify the uses of the food class and other kinds of food in the food classes. c) Once the video is completed, the teacher mutes the sound and asks the students to use the sentence patterns. She will ask them and they will answer using the targeted sentence patterns. d) Before the end of this lesson, the students are reminded to bring pictures of food from magazines or the newspapers for Wednesday lesson.
REFLECTION	This lesson will be postponed to Thursday. The reason is the teacher needed to

 

DATE/DAY	08.04.2014 (Tuesday)
CLASS	1A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 7: Healthy Eating
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) name specific dishes b) build vocabulary when they name specific dishes c) pronounce the targeted vocabulary
LEARNING EMPHASIS	Multiple intelligence, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to look at a given picture. She asks them to identify the meat and the vegetable dishes as well as the types of fruits in the picture. The students are expected to give a variety of dishes using English names. b) Then, the teacher plays the audio-video DVD to allow students to listen to and practise saying aloud the food items. She pauses after each food item to allow all students to internalise the targeted vocabulary. This is to ensure that everyone participates actively. c) Before the end of this lesson, the students are asked about what they have learned for the day.
REFLECTION	This lesson will be carried out on Wednesday as the teacher needed more time to complete the lesson on previous Tuesday.

 

DATE/DAY	08.04.2014 (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) write English sentences that are structurally correct in terms of the arrangement of subjects, verbs and objects
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students what they have learned on Monday. They are expected to say that they learned how to divide sentences into subjects, verbs and objects. b) Then, the teacher asks them to look at the previously written essay on “Qualities of a good teacher”. She tells them that she will provide a sample essay and it will be done using the table that they have seen on Monday. c) She draws a table that will divide subjects, verbs and objects of a sentence. She fills in each column with sentences for the second content paragraph of the essay. d) Once the students have completed taking down the paragraph, she explains how each sentence is structurally correct. e) Next, she writes the third, fourth and fifth content paragraphs for the essay as well as the conclusion. She explains how each sentence differs from each other according to their functions. f) Before the end of the class, the teacher reminds the students that they will learn to write their essay in that manner for 1 week beginning from next week in order to help students minimize structural errors.
REFLECTION	This lesson was not completed. The teacher only had enough time to explain the second content paragraph. The rest of the content paragraphs will be shown on Wednesday lesson.

 

DATE/DAY	08.04.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 7: Healthy Eating
TOPIC	Language In Action
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) learn to say declarative sentences by using the sentences when giving factual information on classes of food
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The lesson begins by the teacher telling the students to look at the given picture in their textbooks. She asks them to identify the food items in the pictures and to predict what the video which the teacher will play, is about. b) Then, the teacher plays the audio-video DVD and tells the students to watch the video. She pauses to ask some questions which will get them to describe what food classes are such as carbohydrates and proteins are to name a few. She also wants the students to identify the uses of the food class and other kinds of food in the food classes. c) Once the video is completed, the teacher mutes the sound and asks the students to use the sentence patterns. She will ask them and they will answer using the targeted sentence patterns. d) Before the end of this lesson, the students are reminded to bring pictures of food from magazines or the newspapers for Wednesday lesson.
REFLECTION	This lesson was completed. The students could repeat the targeted sentence patterns. However, 1 or two students did not understand some new words used in the audio-video DVD such as fluids and roughage.

 

 

DATE/DAY	09.04.2014 (Wednesday)
CLASS	3A
TIME	3.25 – 4.00 pm
SUBJECT	English
UNIT	Writing
TOPIC	Learning how to write English sentences
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write English sentences that are structurally correct in terms of the arrangement of subjects, verbs and objects
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues previous Tuesday’s lesson by drawing a table that will divide sentences into subjects, verbs and objects. B She fills in each column with sentences for the third content paragraph of the essay. d) Once the students have completed taking down the paragraph, she explains how each sentence is structurally correct. e) Next, she writes the fourth and fifth content paragraphs for the essay as well as the conclusion. She explains how each sentence differs from each other according to their functions. f) Before the end of the class, the teacher asks the students if they have any questions about what they are learning in the class.
REFLECTION	This lesson was not completed yet. It will be continued again on Friday. Most of the students asked about the new words that the teacher used in the sample paragraphs.

 

DATE/DAY	09.04.2014 (Wednesday)
CLASS	1L
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Unit 7: Healthy Eating
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about healthy eating at a restaurant b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to healthy eating
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to open their textbooks to a page that will show a picture of a restaurant menu. b) She asks them to talk about the different types of restaurants around them. They are expected to say that there are Malay, Chinese and Indian restaurants in their town. c) Next, she asks them to identify their favourite restaurant and to describe the kinds of food that they can get at their favourite restaurant. Before the students can answer these questions, the teacher models the question and the answer on the board. d) After that, she draws the students’ attention to the picture on a menu. She gets them to talk about the food items on the menu and to identify which ones are the main courses, the starters and the desserts. e) After this, the teacher models some sentences that the students will need to use in the next activity. She explains how the sentences can be used. f) Then, she tells them to imagine they are in a restaurant. In pairs, they are to discuss what they would like to order for each section of main courses, starters and desserts. They are to choose healthy options in their answers. They are given 5 minutes to do this in pairs. g) At the end of this time, she tells them to work in groups of four. One student plays the role of a waiter while the rest of the group plays the role of customers in a restaurant. The customers will give their orders to the waiter. Then, the waiter repeats the orders for each of the customers. The teacher will model the sentence structures that can be used by the waiter/waitresses and explains when to use the sentences. h) Once the students have completed all of the activities, she asks them what they have learned in class.
REFLECTION	This lesson was not executed in the class yet. The reason was the teacher needed time to get students to master the targeted sentence structures that declare facts about food. This lesson will be carried out on Thursday.

 

DATE/DAY	10.04.2014 (Thursday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 7: Healthy Eating
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about healthy eating at a restaurant b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to healthy eating
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to open their textbooks to a page that will show a picture of a restaurant menu. b) She asks them to talk about the different types of restaurants around them. They are expected to say that there are Malay, Chinese and Indian restaurants in their town. c) Next, she asks them to identify their favourite restaurant and to describe the kinds of food that they can get at their favourite restaurant. Before the students can answer these questions, the teacher models the question and the answer on the board. d) After that, she draws the students’ attention to the picture on a menu. She gets them to talk about the food items on the menu and to identify which ones are the main courses, the starters and the desserts. e) After this, the teacher models some sentences that the students will need to use in the next activity. She explains how the sentences can be used. f) Then, she tells them to imagine they are in a restaurant. In pairs, they are to discuss what they would like to order for each section of main courses, starters and desserts. They are to choose healthy options in their answers. They are given 5 minutes to do this in pairs. g) At the end of this time, she tells them to work in groups of four. One student plays the role of a waiter while the rest of the group plays the role of customers in a restaurant. The customers will give their orders to the waiter. Then, the waiter repeats the orders for each of the customers. The teacher will model the sentence structures that can be used by the waiter/waitresses and explains when to use the sentences. h) Once the students have completed all of the activities, she asks them what they have learned in class.
REFLECTION	This lesson was completed. The students completed the group work. They used the sentence structures that were taught.

 

DATE/DAY	10.04.2014 (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 teacher decided to use the double periods to conduct a Choral Speaking practice from 2 to 5pm at the dining hall. Another teacher was sent to enter this class for a sit in. This lesson will be conducted next week.

 

DATE/DAY	10.04.2014 (Thursday)
CLASS	IL
TIME	5.45- 6.20 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/photographs b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to healthy eating
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by drawing students’ attention on the picture in their textbooks. She asks them to identify what the boy in the picture wants to eat for his breakfast, lunch and dinner. She also asks them to identify what people usually have for breakfast, lunch and dinner. Finally, she asks them to tell her what they will have for their three meals in a day. b) Next, she gets them to identify healthy food for breakfast, lunch and dinner in order to get them ready for a healthy meal plan. c) After this, the teacher distributes drawing paper to each student and tells them to draw their healthy meal plan for breakfast, lunch and dinner. She tells them to colour their meal plan so that it will look more presentable. She gives them 20 minutes to do this on their own. d) At the end of this time, she asks them to present their work in pairs. They are to take turns to ask and answer questions which the teacher will model on the board. e) They are given a further 10 minutes to do this pair work. The teacher monitors and helps any students who have difficulties in asking or answering the questions.
REFLECTION	This lesson was partially completed. The reason was the teacher needed time for students to learn the sentence patterns for ordering food from a restaurant. The group work did not work that well as most of the students refused to be the waiter to take their friends’ orders. The teacher had to do a short demonstration with one group before getting the rest of the groups to complete this task. The teacher was not able to get all of them to use the sentence structures as most of them were not too confident to say them out loud.

 

DATE/DAY	11.04.2014 (Friday)
CLASS	1A
TIME	2.35 – 3.10 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/photographs b) practise the vocabulary learned and its pronunciation c) practise the sentence patterns related to healthy eating
LEARNING EMPHASIS	Multiple intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by drawing students’ attention on the picture in their textbooks. She asks them to identify what the boy in the picture wants to eat for his breakfast, lunch and dinner. She also asks them to identify what people usually have for breakfast, lunch and dinner. Finally, she asks them to tell her what they will have for their three meals in a day. b) Next, she gets them to identify healthy food for breakfast, lunch and dinner in order to get them ready for a healthy meal plan. c) After this, the teacher distributes drawing paper to each students and tells them to draw their healthy meal plan for breakfast, lunch and dinner. She tells them to colour their meal plan so that it will look more presentable. She gives them 20 minutes to do this on their own. d) At the end of this time, she asks them to present their work in pairs. They are to take turns to ask and answer questions which the teacher will model on the board. e) They are given a further 10 minutes to do this pair work. The teacher monitors and helps any students who have difficulties in asking or answering the questions.
REFLECTION	This lesson was partially completed. Most of the students were told to draw pictures to show their 3 meals in a day. They were given drawing papers to do this. Instead of doing a pair work, the teacher will get them to do the group work on Tuesday next week. Each student will describe their picture to everyone in their group. This lesson will be continued again on Tuesday next week.

 

DATE/DAY	11.04.2014 (Friday)
CLASS	3N
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Literature
TOPIC	Around The World In 80 Days – The character that I 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 decided to use the double periods to conduct a Choral Speaking practice from at the dining hall. Another teacher was sent to enter this class for a sit in. This lesson will be conducted next week.

 

 

DATE/DAY	11.04.2014 (Friday)
CLASS	3A
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	Writing
TOPIC	Learning how to write English sentences
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write English sentences that are structurally correct in terms of the arrangement of subjects, verbs and objects
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues previous Wednesday’s lesson by drawing a table that will divide sentences into subjects, verbs and objects. B She fills in each column with sentences for the fourth and fifth content paragraphs of the essay. d) Once the students have completed taking down the paragraph, she explains how each sentence is structurally correct. e) Next, she writes the conclusion and explains how they have written their conclusion. f) Before the end of the class, the teacher asks the students if they have any questions about what they are learning in the class.
REFLECTION	This lesson was completed. The teacher has also decided to teach students to write 3 types of sentence structures which are SVO, SVA and SVT. Once students understand the division, they were asked to construct 4 sentences for each of the structure. This work was completed and the teacher will teach 3 more different sentence structures next week.