RPH MINGGU 16

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

 

MINGGU 16

 

DATE/DAY	14.04.2014 (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) construct sentences that use the structures SVP, SVOA and SVOAP
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students what they have learned on Friday last week before beginning a new lesson. The students are expected to say that they have learned to write SVO, SVA and SVT sentence structures. b) The teacher explains that they will further learn about SVP, SVOA and SVOAP sentence structures in class. She begins by giving 6 example sentences for each of these structures. She also explains what each component of the sentences mean. c) Next, she tells the students to construct 4 more sentences for each of the 3 structures. She gives them 20 minutes to do this on their own. At the end of the time, she calls a few students to read out their sentences. d) Before the class ends, the teacher asks the students what each structure means and informs them that they will learn how to write compound sentences on Tuesday.
REFLECTION	This lesson was completed. A few students made mistakes when it came to write SVP structure by including the object in the verb component. They are not to include any object for this kind of sentence. The teacher has to repeat her explanation. However, most of them understood how to write each structure.

 

DATE/DAY	14.04.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 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 draws students’ attention to the picture in their textbooks. She asks them to identify the time the boy in the picture will have his breakfast, lunch and dinner as well as the kinds of food that he will have for these meals. She also asks them to tell her about their choice of food for breakfast, lunch and dinner. b) Next, she distributes 1 piece of drawing paper to each student. She tells them to draw their choice of food for breakfast, lunch and dinner. She also asks them to identify which kinds of food that is healthy and unhealthy. c) The students are given the rest of the time to complete this individually before doing a pair work on Wednesday.
REFLECTION	This lesson was not completed. The students made a lot of noise and the teacher had to reprimand them. The lesson was postponed as the teacher had to lecture the students on good behaviour. This lesson will be continued again on Wednesday.

 

DATE/DAY	15.04.2014 (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	14.04.2014 (Tuesday)
CLASS	1L
TIME	2.00 – 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 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 last Monday’s lesson by distributing 1 piece of drawing paper to each student and tells them to draw their choice of food items for breakfast, lunch and dinner. They are given 15 minutes to do this on their own. b) At the end of the time, she tells them to do a pair work. But before that, she models the sentence structures on the board. She explains what they must say to each other and gets them to read the sentences out loud. c) Then, each student will take turns to tell his or her friend their meal plans and give reasons for their choices. d) Once everyone has completed their pair work, the teacher asks the students to bring their colour pencils to school for the next activity.
REFLECTION	This lesson was not completed yet. The students needed time to complete their drawing. This lesson will be continued again on Wednesday.

 

DATE/DAY	15.04.2014 (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	14.04.2014 (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	16.04.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Writing
TOPIC	Writing informal letters to seventh grade students at Galway Central School in the USA
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write an informal letter using by using the correct format b) elaborate on major ideas such as an introduction of oneself and family, a brief description of Malaysia and Sarawak, a description of SMK Serian and questions to ask to a seventh grade student
LEARNING EMPHASIS	Learning how to learn,
INSTRUCTIONAL PROCEDURES	a) The teacher and Cikgu James (ETA) begin the lesson by asking the students if they have any pen pals in other countries. If they do or don’t, the teachers ask them what they will write to a friend from another country. The teacher and the ETA listen to students’ responses. b) Next, the teacher explains to the class that they will write letters to students of seventh grade class at Galway Central School in the United States of America. They are to inform their future pen pals of things about themselves, the school, Malaysia and Serian town as well as to ask other relevant questions to their pen pals. c) While the teacher explains these things, Cikgu James writes down important notes for the students to include in their letters. He again explains what the teacher has informed the students as there will be more examples of ideas for each major idea for the students to see on the board. The teacher also illustrates on the board the format for the informal letter. d) Then, the teacher tells the students to start writing their letters in their exercise books and to complete it during the 2 period lessons. She and Cikgu James monitor students’ activity in the class. They can check students’ sentences while at the same time giving them some interesting ideas how to begin their paragraphs. e) Before the class ends, the teacher tells the students to submit their books so that she and Cikgu James can check students’ letters. The teacher also reminds them that the letter writing will be continued again on Wednesday next week where the students will rewrite the edited letters on colourful papers before the teachers can post them to the USA.
REFLECTION	This lesson was partially completed. Most of the students could not complete their letters. Hence, the teacher told them to complete this work at home and to submit their books on Thursday the following day so that their letters could be edited. The teacher found out that the students did not know how to write an informal letter. She will have to teach them this once the syllabus for OPS is completed in June.

 

 

DATE/DAY	16.04.2014 (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) construct more compound sentences using the SVA, SVO, SVP, SVT, SVOA and SVOAP
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher continues Tuesday’s lesson on learning how to write compound sentences in the class. b) This time, the teacher calls out a few students to come to the front to construct compound sentences using the SVA, SVO, SVP, SVT, SVOA and SVOAP structures on the board. c) Once the teacher has enough sentences on the board, she calls out a few students to correct their friends’ work on the board. Finally, the teacher does the final checking of students’ work and explains their errors if there are any. d) Before the class ends, the teacher reminds the students to revise the sentence structures and compound sentence for the grammar quiz on the coming Friday.
REFLECTION	This lesson had to be postponed as the teacher had to conduct a Choral Speaking practice from 3.25pm until 6.00 pm.

 

DATE/DAY	16.04.2014 (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 had to conduct a Choral Speaking practice from 3.25pm until 6.00 pm.

 

DATE/DAY	17.04.2014 (Thursday)
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. The reason for this was the teacher has decided to use this time to edit students’ work in the class. Almost all of the students submitted their work. Most of them did spelling errors in their letters. Several others wrote very little which the teacher had to add a few more ideas into their letters.

 

DATE/DAY	17.04.2014 (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 had to be postponed as the teacher had to conduct a Choral Speaking practice from 3.25pm until 6.00 pm.

 

DATE/DAY	17.04.2014 (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 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 had to conduct a Choral Speaking practice from 3.25pm until 6.00 pm.

 

DATE/DAY	18.04.2014 (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	The school was closed for a school holiday in conjunction with Good Friday. This lesson will be carried out next week.

 

DATE/DAY	18.04.2014 (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	The school was closed for a school holiday in conjunction with Good Friday. This lesson will be carried out next week.

 

 

DATE/DAY	18.04.2014 (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) construct more compound sentences using the SVA, SVO, SVP, SVT, SVOA and SVOAP b) identifying the elements of a complex sentence
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) This lesson will be about a grammar quiz on previously learned sentence structures such as SVA, SVO, SVP, SVT, SVOA and SVOAP as well as compound sentences using conjunctions (FANBOYS). b) The teacher distributes papers for students to write their answers. Then, she writes the questions on the board where each student is to construct 3 compound sentences using the 6 sentence structures. c) They are given 30 minutes to do this on their own before their answer scripts are collected by the teacher. d) Once the quiz is completed, the teacher moves on to the next topic which is learning about complex sentences.
REFLECTION	The school was closed for a school holiday in conjunction with Good Friday. This lesson will be carried out next week.