RPH MINGGU 18

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

 

MINGGU 18

 

DATE/DAY	28.04.2014 (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 grammar quiz on all of the 6 learned sentence structures and compound sentence.
REFLECTION	This lesson had to be postponed. The students sat for their PISA and TIMMS examinations from 1.00 pm until 4.35 pm. This lesson will be conducted on Tuesday.

 

DATE/DAY	28.04.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	Unit 8: Fit As A Fiddle
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) activate background knowledge on a healthy lifestyle b) talk about games and exercises in the stimulus c) talk about games and exercises that students participate in
LEARNING EMPHASIS	Multi Intelligence, Vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to read the title of the unit, which is “Fit as a fiddle”. She then reads the title and tells them to repeat after her if their pronunciation is not correct. Then, she asks them if they know what the word ‘fit’ and the phrase “fit as a fiddle” mean. She also asks them why they need to keep fit. She listens to their responses and comments on their answers. b) After that, she draws their attention to the activities on the page, which shows pictures of different games and exercises. The teacher asks each student to identify each activity. If they can’t, the teacher will help them. c) Then, she asks them to talk about the physical activities that they like to do during their free time and also the reasons for their preferences. d) Before the end of the lesson, the teacher reminds them to bring their exercise books for Monday lesson next week.
REFLECTION	This lesson was completed. The students could identify almost all of the activities on the page except for Qiqong which they had never heard of before. They also talked about their past time activities that are related to sports and games. But most of them used very short sentences when the teacher asked.

 

DATE/DAY	29.04.2014 (Tuesday)
CLASS	3N
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Sentence construction and crafts
TOPIC	Constructing sentences and making snowflakes
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) create 3 sentences from a list of word cards b) create paper snowflakes
LEARNING EMPHASIS	Multiple intelligence, grammar drilling
INSTRUCTIONAL PROCEDURES	a) The teacher and Cikgu James begin the lesson by asking the students if they remember an activity where they had to rearrange words into meaningful sentences. If the students still remember or have forgotten, the teacher explains what they are going to learn for the day. The lesson will be about rearranging words into meaningful sentences. b) The teacher tells the students to sit in their own groups. Then, Cikgu James distributes cards that contain words which they will rearrange in their own groups. Each group gets similar words. They are given 15 minutes to do this. c) At the end of the time, the teacher and Cikgu James go from 1 group to another and check students’ work. If their sentences are wrong, the teacher and Cikgu James offer hints to get them work on their sentences again. d) Once every group gets all of their sentences correct, the teacher asks them to read each sentence out aloud. She asks the students to explain what each sentence means. e) After this, Cikgu James explains that the students will learn how to make paper snowflakes. The teacher and Cikgu James distributes papers to each student. Next, Cikgu James will explain how to make the paper snowflakes on the board. He will also demonstrate how to fold and cut the paper to create interesting designs. f) Once the students understand his instructions, Cikgu James and the teacher tell the students to try the technique on their own. The finished products are shown in the class for everyone to see. g) Before the class ends, the teacher asks the students what they have learned in the class.
REFLECTION	This lesson was completed. The students completed the arrangement of the words. Most of them managed to do it on their own and made very few mistakes. They also participated actively in the making of the paper snowflakes.

 

DATE/DAY	29.04.2014 (Tuesday)
CLASS	1L
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Unit 8: Fit As A Fiddle
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) name the games and the activities b) build vocabulary and to pronounce the targeted vocabulary
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to look at a page in their textbooks that show pictures of activities on from Monday to Saturday. She asks them to identify the activities on these days. b) Next, she plays an audio-video DVD to allow students to listen and practise saying aloud the games and activities on the page. She also pauses after each activity to allow all of them to internalise the targeted vocabulary. She ensures that all students participate actively and replays the DVD if necessary. c) After that, she gets them to look at the picture again. She asks questions on activities that they like to do, when they carry them out and where do they do those activities. This is done by asking the students one by one in order to train them to answer the teacher’s questions. d) Before the end of the class, she asks them to identify some of the new vocabulary that they have learned in class.
REFLECTION	This lesson was completed. The students read each word out aloud. They also answered the teacher’s questions well after the drilling.

 

DATE/DAY	29.04.2014 (Tuesday)
CLASS	1A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 8: Fit As A Fiddle
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) activate background knowledge on a healthy lifestyle b) talk about games and exercises in the stimulus c) talk about games and exercises that students participate in
LEARNING EMPHASIS	Multi Intelligence, Vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to read the title of the unit, which is “Fit as a fiddle”. She then reads the title and tells them to repeat after her if their pronunciation is not correct. Then, she asks them if they know what the word ‘fit’ and the phrase “fit as a fiddle” mean. She also asks them why they need to keep fit. She listens to their responses and comments on their answers. b) After that, she draws their attention to the activities on the page, which show pictures of different games and exercises. The teacher asks each student to identify each activity. If they can’t, the teacher will help them. c) Then, she asks them to talk about the physical activities that they like to do during their free time and also the reasons for their preferences. d) Before the end of the lesson, the teacher reminds them to bring their exercise books for Monday lesson next week.
REFLECTION	This lesson was completed. The students were able to talk about their favourite sports and games.

 

DATE/DAY	29.04.2014 (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 was completed. However, the teacher had changed the lesson in order to get them to understand what compound sentences are. The teacher did not tell them to construct compound sentences using the previously learnt structures but defined what compound sentences are and also examples of sentences using coordinating conjunctions.

 

DATE/DAY	30.04.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Restaurant Menu
TOPIC	Devising a restaurant menu
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write down 3 food dishes and 3 types of drinks for their group restaurant b) write descriptions for each dish using adjectives c) present their group work
LEARNING EMPHASIS	Multiple intelligence
INSTRUCTIONAL PROCEDURES	a) The teacher and Cikgu James enter this class to continue previously postponed lesson on devising a restaurant menu. The teacher asks the students if they have decided on their restaurant theme and slogan for their restaurant. b) Then, she tells them to sit in their own groups. Cikgu James distributes a form where each group is to identify 3 food dishes and 3 types of drinks for their restaurant. They are also required to describe each item using the given adjectives. They are given 20 minutes to do this in their own groups. c) The teacher and Cikgu James monitor students’ progress and offer help when it is needed. d) At the end of the given time, Cikgu James asks each group to present their restaurant menu. e) Before the end of the class, the teacher asks the students what they have learned from the activity.
REFLECTION	This lesson was completed. The students presented their restaurant menu and were able to create a variety of restaurants as well as food items.

 

 

DATE/DAY	30.04.2014 (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 gets the students to be ready for a grammar quiz which will test the students’ understanding of the 6 previously taught sentence structures. Each student is given 1 A4 size paper to write down their answers. b) The teacher writes down the question and explains what they must do during the quiz. They are given 1 period to complete the quiz. c) At the end of this time, the teacher collects students’ answer scripts. d) Before the end of the class, she reminds them to bring their exercise books for a lesson on writing complex sentence.
REFLECTION	This lesson will be postponed. The students did not get to sit for a grammar quiz as the teacher needed this time to get them to write more sentences using coordinating conjunctions. The students had trouble understanding how to write sentences using ‘nor’ and ‘yet’. Hence the teacher had to give plenty of examples using ‘nor’ and ‘yet’.

 

DATE/DAY	30.04.2014 (Wednesday)
CLASS	1L
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Unit 8: Fit As A Fiddle
TOPIC	Language In Action
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) learn sentence patterns used for showing preferences b) practise using the sentence patterns for showing preferences
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher draws the students’ attention to the pictures on a page which the teacher will use for the day’s lesson. She asks them to identify what is depicted in these pictures. She also gets them to predict what they will hear in a conversation that they will listen to shortly. b) Then, the teacher plays an audio-video DVD in order to get them to listen to a conversation between 3 friends. She replays this video for the second time so that the students will know what their conversation is about. c) After that, she asks them questions such as the name of the game that is discussed, where the 3 friends are, if skate-boarding is a dangerous activity or nota and to name other games or activities that are dangerous. For all of these questions, the teacher listens to the students’ responses. d) Next, the students are to carry out a pair work. Each pair is to take turns to ask each other 4 questions on someone’s favourite game or activity, why he or she likes the game or activity, where he or she carries out the game or activity and who he or she plays it with. The teacher models the questions and the answers on the board. She gets them to read aloud the questions and the answers in the class before the pair work. e) Next, in pairs, students take turn to ask these 4 questions to each other. The teacher monitors students’ activity in the class. f) Before the end of the lesson, the teacher calls out several pairs of students to role play this activity by taking turns to ask and answer.
REFLECTION	This lesson was completed. The students couldn’t predict what the DVD will be about. But when asked to answer short questions about the conversation, the students did quite well. They also managed to ask each other about the 4 questions related to games and sports.

 

DATE/DAY	01.05.2014 (Thursday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	There is no learning objective on this day
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	There is no instructional procedure on this day
REFLECTION	The school is closed for Labor Day public holiday.

 

DATE/DAY	01.05.2014 (Thursday)
CLASS	3N
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	There is no learning objective on this day
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	There is no instructional procedure on this day.
REFLECTION	The school is closed for Labor Day public holiday.

 

DATE/DAY	01.05.2014 (Thursday)
CLASS	IL
TIME	5.45- 6.20 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	There is no learning objective on this day
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	There is no instructional procedure on this day
REFLECTION	The school is closed for Labor Day public holiday.

 

DATE/DAY	02.05.2014 (Friday)
CLASS	1A
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Unit 8: Fit As A Fiddle
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) name the games and the activities b) build vocabulary and to pronounce the targeted vocabulary
LEARNING EMPHASIS	Multi Intelligence, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to look at a page in their textbooks that show pictures of activities on from Monday to Saturday. She asks them to identify the activities on these days. b) Next, she plays an audio-video DVD to allow students to listen and practise saying aloud the games and activities on the page. She also pauses after each activity to allow all of them to internalise the targeted vocabulary. She ensures that all students participate actively and replays the DVD if necessary. c) After that, she gets them to look at the picture again. She asks questions on activities that they like to do, when they carry them out and where do they do those activities. This is done by asking the students one by one in order to train them to answer the teacher’s questions. d) Before the end of the class, she asks them to identify some of the new vocabulary that they have learned in class.
REFLECTION	This lesson was not completed. The teacher had to attend a meeting in Kuching for mentors who are involved in the Fulbright Programme. The meeting was held from 8.30am – 4.00pm. at SPA office.

 

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 dislike: Detective Fix
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify 2 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 4 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 memorise this sample essay.
REFLECTION	This lesson was not completed. The teacher had to attend a meeting in Kuching for mentors who are involved in the Fulbright Programme. The meeting was held from 8.30am – 4.00pm. at SPA office.

 

 

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 complex sentences
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher returns students’ answer scripts for the previously conducted grammar quiz. She comments on student’s mistakes and how to improve their sentences. She writes examples of corrected sentences on the board. b) Next, the teacher explains again what compound sentences mean by referring to the usage of conjunctions such as for, and, neither, but, or, yet, and so. c) For the purpose of learning, she introduces complex sentences which use
REFLECTION	This lesson was not completed. The teacher had to attend a meeting in Kuching for mentors who are involved in the Fulbright Programme. The meeting was held from 8.30am – 4.00pm. at SPA office.