RPH MINGGU 19

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

 

MINGGU 19

 

DATE/DAY	05.05.2014 (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 coordinating adverbs
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students what they have learned on Wednesday last week. The students are expected to say that they learned about how to use coordinating conjunctions to construct compound sentences. If they still remember, the teacher asks them to list down all of the coordinating conjunctions that they learned. b) Then, she explains that they are going to learn how to use semicolon and conjunctive adverbs in order to construct compound sentences. She gives them examples of the conjunctive adverbs as well as compound sentences to illustrate how each of them is used. c) The teacher also explains the sentences to them before getting them to write a sentence for each of the conjunctive adverbs. This is to be done as school work in their own writing books. d) Before the lesson ends, the teacher asks the students to give examples of conjunctive adverbs that they have learned in the class.
REFLECTION	The lesson was completed. The teacher had not been able to check whether the students have understood how to construct compound sentences using semicolon and conjunctive adverbs. She will only be able to check their understanding on Tuesday when she checks their work.

 

DATE/DAY	05.05.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	Unit 8: Fit As A Fiddle
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) practise the vocabulary learned related to games and activities as well as its pronunciation b) practise the sentence patterns related to games and activities
LEARNING EMPHASIS	Multi Intelligence, Vocabulary development
INSTRUCTIONAL PROCEDURES	a) The lesson begins by the teacher getting the students to look at a picture in their textbook. She tells them to identify what the children are doing at a playground. She listens to them and corrects their pronunciation or helps them in forming correct words to help them in their description. b) After that, the teacher writes the sentences used in describing the children’s activities at the park. The students are told to take down the sentences into their exercise books. Once they are done, the teacher tells them to read aloud each sentence. c) Then the teacher writes on the board examples of questions and answers which the students will use in a pair work. They are to ask each other what they like to do at a park with their families and friends. d) Once they have completed the pair work, the teacher calls several students to share with the class about their favourite activities at a park.
REFLECTION	This lesson was completed. The students were able to write at least 1 sentence about their favourite activity at a park. They were also told to read aloud their sentences which they managed to do so with some pronunciation errors. The teacher quickly corrected this particularly with words that have ‘s’ endings like ‘likes’.

 

DATE/DAY	06.05.2014 (Tuesday)
CLASS	1L
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 8: Fit As A Fiddle
TOPIC	a) Language In Use b) Having Fun
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) share and talk about how one feels when one wins a medal b) talk about what it takes to become a winner c) practise the vocabulary related to winning in a game and its pronunciation d) practise the sentence patterns related to winning in a game
LEARNING EMPHASIS	Multiple intelligence, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher continues previous Monday’s lesson by getting the students to share about what they like to do at a park with their families and friends. She reminds them to use the learned sentence when describing their favourite activities. b) The teacher listens to some of the students’ answers and corrects them if they makes any mistakes. c) Then, she moves on to the next topic which is on Having Fun. She tells the students to look at the picture of students winning medals. She asks them to guess the event in the picture and how the students can become winners. She also asks them to describe their feeling if they win a medal in a game. d) To get the students to look at the sentence patterns, the teacher writes down the sentences to describe their feeling. e) After that, the teacher tells them to do a pair work. Each pair of students are to talk about their favourite game and how to be winners in this game or sport. They are to ask each other his or her favourite game, how times in a week he or she needs to practise, how long does he or she practices, who does he or she practices with and what types of food he or she needs to eat to stay fit. f) The students are given 15 minutes to do this in pairs. At the end of this time, the teacher calls some pairs of students to read aloud their sentences in the class.
REFLECTION	This lesson was completed. However, the teacher had to modify the part where the students are to work in pairs in order to collect information. The reason for modifying it was the students were impaired by their inability to use the language in class for the pair work. The teacher had decided to conduct a vocabulary game related to games and sports. This activity had led the students to use the vocabulary learned during previous lesson.

 

DATE/DAY	06.05.2014 (Tuesday)
CLASS	3N
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Writing
TOPIC	Writing compliments for teachers
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write short messages to praise and thank their teachers b) cut out paper hands
LEARNING EMPHASIS	Multiple intelligence
INSTRUCTIONAL PROCEDURES	a) The teacher and Cikgu James enter this class to conduct a lesson on writing Teacher’s Day messages on paper hands. b) The teacher calls out 6 ELS members to the front of the class and tells them to select 6 completed paper hands. Then, the teacher tells them to hold the paper hands so that all of the students can see them. c) She asks the students to identify what the ELS members are holding and if they can predict what is written on the paper hands. The class respond and are expected to say that there are messages on them. d) After that, the teacher tells each ELS member to read out the message written on their paper hand. Then, she asks them again to identify the purpose of those paper hands. e) She also gets the ELS members to explain how to make the paper hands. The rest of the class listens to the instruction. f) Once this is done, Cikgu James demonstrates on the board how to write complimentary messages to teachers. The students are also given words to supplement their vocabulary. g) The teacher distributes A4 size colour papers to the students and tells them to start tracing their hands on the papers. They can also begin to write messages and decorate them using colour pens. h) Once they are done, the students are told to hand in their paper hands to Cikgu James who will collect all of the paper hands, which will be pasted all over the school.
REFLECTION	This lesson was completed. All of the 34 students completed their paper hands. Some even created more than 1 paper hand. They also asked the teacher how to write more compliments than the examples given on the board. The students obviously enjoyed this lesson as they had a chance to be creative. The class was also quieter and organized as students stayed focused on completing their paper hands.

 

DATE/DAY	06.05.2014 (Tuesday)
CLASS	1A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit8: 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 guessed the content of the conversation correctly. They also gave several dangerous games or sports such as mountain climbing, skiing and surfing in the ocean. They also did well when the teacher asked them to present the role play after the end of the pair work.

 

DATE/DAY	06.05.2014 (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 short paragraphs about their ideal holiday destination
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to name their ideal holiday destination in the world. She requires them to name a country and if possible the names of places they would like to visit there. She shares with them her ideal holiday destination as well as some of the places she wants to visit. b) Next, she asks them to tell her again what they have learned on Monday. They are expected to say that they learned how to use conjunctive adverbs to construct compound sentences. c) After that, she tells them to write a short paragraph consisting of 4 sentences where 1 or 2 of the sentences must use compound sentences which may have coordinating conjunctions or conjunctive adverbs. d) Before the students can proceed, the teacher writes an example on the board and explains what the paragraph means. e) Then, the students are told to write their own paragraph. They are given 10 minutes to do this on their own. At the end of this time, the teacher reads out some of their work in class and highlights some of the compound sentences by writing them down on the board. f) The sentences are checked for any grammatical errors. The focus will be on the compound sentences and the usage of either conjunctive adverbs or coordinating conjunctions.
REFLECTION	This lesson was not completed. The teacher has decided to modify the lesson by extending the lesson on construction of compound sentences. She checked their previous work on Monday by reading aloud some of their sentences. Almost all of them did well for conjunctive adverbs that are commonly used but not words such as ‘in fact’, ‘then’, ‘meanwhile’ and ‘for example’. Hence, the teacher had to illustrate on the board examples that used these words.

 

DATE/DAY	07.05.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Writing
TOPIC	Writing compliments for teachers
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write short messages to praise and thank their teachers b) cut out paper hands
LEARNING EMPHASIS	Multiple intelligence
INSTRUCTIONAL PROCEDURES	a) The teacher and Cikgu James enter this class to conduct a lesson on writing Teacher’s Day messages on paper hands. b) The teacher calls out 6 ELS members to the front of the class and tells them to select 6 completed paper hands. Then, the teacher tells them to hold the paper hands so that all of the students can see them. c) She asks the students to identify what the ELS members are holding and if they can predict what is written on the paper hands. The class respond and are expected to say that there are messages on them. d) After that, the teacher tells each ELS member to read out the message written on their paper hand. Then, she asks them again to identify the purpose of those paper hands. e) She also gets the ELS members to explain how to make the paper hands. The rest of the class listens to the instruction. f) Once this is done, Cikgu James demonstrates on the board how to write complimentary messages to teachers. The students are also given words to supplement their vocabulary. g) The teacher distributes A4 size colour papers to the students and tells them to start tracing their hands on the papers. They can also begin to write messages and decorate them using colour pens. h) Once they are done, the students are told to hand in their paper hands to Cikgu James who will collect all of the paper hands, which will be pasted all over the school.
REFLECTION	This lesson was completed. All of the students completed their paper hands. They also learned new words in writing down their compliments such as ‘gorgeous’, ‘amazing’, ‘awesome’ and ‘efficient’.

 

 

DATE/DAY	07.05.2014 (Wednesday)
CLASS	1L
TIME	4.00- 5.10 pm
SUBJECT	English
UNIT	Unit 8: Fit As A Fiddle
TOPIC	Fun In Sharing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) use the language learned in this unit confidently b) practise the vocabulary learned and its pronunciation c) present their presentation on what it takes to become a winner in a game or sport
LEARNING EMPHASIS	Multiple intelligence
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to describe to her again the feeling of winning in a game or a sport. She also asks them to tell her how to win in a game or a sport. The students are to respond and the teacher listens to their answers. b) Next, she tells them to look at a picture in their textbooks which shows a group of students drawing a poster. She asks them to describe what the students are doing. c) After that, she tells them to sit in their own groups and distributes large drawing papers to each group. She explains what they must do which is to discuss and draw a poster on their choice of game or sport, to create a slogan, to illustrate the kinds of physical activities to keep fit for this game, people involved in training and types of food to eat to stay fit. They are given 20 minutes to do this in the class. d) At the end of this time, the teacher calls each group to present in front of the class. They are not to bring any notes or read from their books during the presentation. e) Before the class ends, the teacher asks the students what they have learned from this session.
REFLECTION	This lesson was not fully completed. This is because the teacher had decided to modify the lesson in order to cater to the students’ level of proficiency. Instead of drawing a poster which is time consuming, the teacher made the students to play a game where the boys competed against the girls. The game involved the teacher to choose a sport and gets anyone from each team to identify physical activities for the sport, the number of people involving in training for the sport and types of food to eat. They enjoyed the game but took a longer time to think of the answers. The teacher noted that they discussed a bit and used more Malay words which the teacher helped to translate.

 

DATE/DAY	08.05.2014 (Thursday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 8: Fit As A Fiddle
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) practise the vocabulary learned related to games and activities as well as its pronunciation b) practise the sentence patterns related to games and activities
LEARNING EMPHASIS	Multi Intelligence, Vocabulary development
INSTRUCTIONAL PROCEDURES	a) The lesson begins by the teacher getting the students to look at a picture in their textbook. She tells them to identify what the children are doing at a playground. She listens to them and corrects their pronunciation or helps them in forming correct words to help them in their description. b) After that, the teacher writes the sentences used in describing the children’s activities at the park. The students are told to take down the sentences into their exercise books. Once they are done, the teacher tells them to read aloud each sentence. c) Then the teacher writes on the board examples of questions and answers which the students will use in a pair work. They are to ask each other what they like to do at a park with their families and friends. d) Once they have completed the pair work, the teacher calls several students to share with the class about their favourite activities at a park.
REFLECTION	This lesson was completed. The students were told to write a short paragraph of what they like to do in a park or a playground. This paragraph will be presented during Friday class.

 

DATE/DAY	08.05.2014 (Thursday)
CLASS	3N
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Literature
TOPIC	Around The World In 80 Days – The character that I 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 them to memorise this sample essay.
REFLECTION	This lesson was not carried out. The teacher has decided to do revision on writing an essay for the coming examination. The students were taught on how to use simple past tense where the focus was stressed on subject-verb agreement. The students were not asked to write on their own but were told to give examples of sentences or words in English before the teacher wrote them down on the board.

 

DATE/DAY	08.05.2014 (Thursday)
CLASS	3A
TIME	4.35 – 5.10 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 short paragraphs about their ideal holiday destination
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to name their ideal holiday destination in the world. She requires them to name a country and if possible the names of places they would like to visit there. She shares with them her ideal holiday destination as well as some of the places she wants to visit. b) Next, she asks them to tell her again what they have learned on Monday. They are expected to say that they learned how to use conjunctive adverbs to construct compound sentences. c) After that, she tells them to write a short paragraph consisting of 4 sentences where 1 or 2 of the sentences must use compound sentences which may have coordinating conjunctions or conjunctive adverbs. d) Before the students can proceed, the teacher writes an example on the board and explains what the paragraph means. e) Then, the students are told to write their own paragraph. They are given 10 minutes to do this on their own. At the end of this time, the teacher reads out some of their work in class and highlights some of the compound sentences by writing them down on the board. f) The sentences are checked for any grammatical errors. The focus will be on the compound sentences and the usage of either conjunctive adverbs or coordinating conjunctions.
REFLECTION	This lesson was not carried out. The teacher introduced an essay writing exercise in preparation for the coming examination. She drilled the students on how to write a content paragraph using compound sentences. The students only completed the introduction and the second paragraph. They were told to complete the third paragraph at home before presenting their work during Friday lesson.

 

 

DATE/DAY	08.05.2014 (Thursday)
CLASS	IL
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Unit 8: Fit As A Fiddle
TOPIC	Fun In Sharing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) use the language learned in this unit confidently b) practise the vocabulary learned and its pronunciation c) present their presentation on what it takes to become a winner in a game or sport
LEARNING EMPHASIS	Multiple intelligence
INSTRUCTIONAL PROCEDURES	a) The teacher continues previous Wednesday’s lesson which was not completed yet. She returns their drawing papers and instructs them to complete their posters. They are given another 15 minutes to work in their own groups. d) At the end of this time, the teacher calls each group to present in front of the class. They are not to bring any notes or read from their books during the presentation. e) Before the class ends, the teacher asks the students what they have learned from this session.
REFLECTION	This lesson was not carried out. The teacher drilled the students on reading sentences on games and sports. They were told to read them out aloud together or individually. Most of them could read but some had difficulties pronouncing English words especially words that end with ‘s’.

 

DATE/DAY	09.05.2014 (Friday)
CLASS	1A
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Unit 8: Fit As A Fiddle
TOPIC	a) Having Fun
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) share and talk about how one feels when one wins a medal b) talk about what it takes to become a winner c) practise the vocabulary related to winning in a game and its pronunciation d) practise the sentence patterns related to winning in a game
LEARNING EMPHASIS	Multiple intelligence, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher introduces a new topic which is on Having Fun. She tells the students to look at the picture of students winning medals. She asks them to guess the event in the picture and how the students can become winners. She also asks them to describe their feeling if they win a medal in a game. b) To get the students to look at the sentence patterns, the teacher writes down the sentences to describe their feeling. c) After that, the teacher tells them to do a pair work. Each pair of students are to talk about their favourite game and how to be winners in this game or sport. They are to ask each other his or her favourite game, how times in a week he or she needs to practise, how long does he or she practices, who does he or she practices with and what types of food he or she needs to eat to stay fit. d) The students are given 15 minutes to do this in pairs. At the end of this time, the teacher calls some pairs of students to read aloud their sentences in the class.
REFLECTION	This lesson was not completed. The reason for this was the teacher decided to do a light revision for the coming examination. She reminded them about the previously learned vocabulary and sentence structures from unit 1 to unit 7.

 

DATE/DAY	09.05.2014 (Friday)
CLASS	3N
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Writing
TOPIC	Guided writing: Pictorial composition
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct simple sentences using simple past tense b) write four paragraphs for an essay
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins the class by distributing worksheets that contain an essay writing exercise based on pictures. The teacher makes sure that all of the students pay attention when she reads the question. She also guides them to look at each picture and to understand the notes given under each of them. b) Then, she shows to the students how to construct each sentence for an introduction based on the given notes. She illustrates how to divide the words to form complete sentences. She also gets them to think of sentences for the several groups of words. This is done by getting some volunteers. When students give an example of a sentence, the teacher edits it orally and writes it down on the board. c) This process is repeated until the essay is completed. d) The students are told to take down this essay into their exercise books. e) Before the class ends, she asks them to identify the verbs to-be that they have used in the essay.
REFLECTION	This lesson was completed. The students were taught how to use ‘was’ when writing the essay. The teacher also introduced the word ‘there’ to begin a sentence. A handful of them remembered when to use ‘was’ and ‘there’ without the teacher reminding them. However, responsiveness was very weak and the teacher is not sure if they can write on their own in the examination.

 

 

DATE/DAY	09.05.2014 (Friday)
CLASS	3A
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	Writing
TOPIC	Pictorial composition and compound sentences
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct sentences using coordinating conjunctions and conjunctive adverbs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continues previous Thursday’s lesson by getting some students to read their third paragraph. She will also write down some of the compound sentences in order to check their grammar. b) Then, she moves on to the fourth paragraph. She highlights some of the useful vocabulary and coordinating conjunctions for the paragraph. She gives the students 15 minutes to work on this paragraph on their own. c) At the end of this time, she reads a few examples from the students’ books. She also highlights the compound sentences and their coordinating conjunctions. d) Before the class ends, the teacher reminds the students to complete two more paragraphs at home as homework. They are to bring their books again on Monday for the teacher to check their essays.
REFLECTION	This lesson was completed. Most of the students have completed their third paragraph. They have also used at least one compound sentence in their third and fourth paragraphs.