RPH MINGGU 27

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

 

MINGGU 27

 

DATE/DAY	30.06.2014 (Monday)
CLASS	3A
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Writing informal letter using compound sentences
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct compound sentences using coordinating conjunctions and conjunctive adverbs b) construct sentences using simple present tense c) write an informal letter in six paragraphs
LEARNING EMPHASIS	Mastery learning, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to explain what they have learned about constructing compound sentences using coordinating conjunctions and conjunctive adverbs. The students are expected to say that the coordinating conjunctions are “FANBOYS” while conjunctive adverbs will be used with a semicolon. b) In order to refresh students’ understanding, the teacher writes a few example of compound sentences that use these coordinating conjunctions and conjunctive adverbs. She explains why the compound sentences use these words. c) Next, she asks the students if they have ever written an informal letter to a pen pal. If they have, she asks them what they had written about. d) Then, the teacher shows to them a collection of informal letters written by Grade 7 students from Galway Central School in Galway, New York. She highlights how each student writes their introduction, content paragraphs and conclusion. e) After that, the teacher writes down the question for discussion on the board, which is the students are to write about their family, school, Serian town and Malaysia to a pen pal from United States of America. The teacher gives the layout for the essay on the board by illustrating where each point must be placed in the six paragraphs. The teacher encourages the students to use some ideas from the Galway students’ letters and also to study the kind of sentences that they used. They are given 10 minutes to write an introduction for the letter. At the end of this time, she calls a few students to read out their introductions. She also writes down these examples on the board and make any changes accordingly in order to minimize any errors. f) Next, the teacher tells the students to write their second paragraph on their families and interests. She gives them 15 minutes to do this on their own. At the end of this time, she reads out a few examples and writes them down for discussion on errors and original ideas. g) Before the class ends, she reminds the students to complete the essay at home by working on their fourth, fifth and final paragraphs. They are to submit their books on Friday the latest.
REFLECTION	This lesson was not completed yet. The students only had the chance to read the letters. They needed more time to read more than 1 letter. The teacher will continue this lesson on Tuesday. The students had the opportunity to revise compound sentences.

 

DATE/DAY	30.06.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	Unit 9: Caring and Sharing
TOPIC	Stimulus and Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about the caring act in the picture b) talk pronounce the targeted vocabulary on caring acts
LEARNING EMPHASIS	Verbal-linguistic, intrapersonal
INSTRUCTIONAL PROCEDURES	a) The teacher guide all of the students to talk about the title, “Caring and Sharing’ by getting them to explain the meaning of the words “caring” and “sharing”. She listens to their explanations and adds her own answers to supplement students’ responses. b) Next, she asks them to look at the pictures by asking them to tell her what they can see on it and how they can show care towards people who need help. Students must also respond by answering the teacher’s questions. c) Before the lesson ends, the teacher sums up the lesson by informing the students that they can help others in many ways but to be careful of strangers who have the wrong motives.
REFLECTION	This lesson was completed. The students were not able to explain the meanings of the words in English. Instead, they gave their meanings in Bahasa Melayu and they could explain better how to show care for other people. So, the teacher had to teach them how to explain their answers using simple English sentences.

 

DATE/DAY	01.07.2014 (Tuesday)
CLASS	1L
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 9: Caring and Sharing
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about situations that show how people show their care for other people b) use targeted vocabulary to describe the pictures and to pronounce them correctly
LEARNING EMPHASIS	Verbal linguistic, intrapersonal and vocabulary building
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by getting the students to look at the pictures in their textbooks. The teacher asks them to identify what people are doing in the pictures in order to get them to know how to show their care for other people. b) Then, the teacher plays the audio-video DVD to allow students to listen and practise saying aloud the targeted vocabulary related to the topic on caring and sharing. c) She pauses after each picture to allow them to internalise the targeted vocabulary and ensures that all students participate acitively. d) Before the lesson finishes, she writes short several short captions for each of the picture on the board. Then, she points to each picture and asks the students to use the captions to describe the picture.
REFLECTION	This lesson was completed. The students had trouble pronouncing the targeted vocabulary when the DVD was played for the first time. So, the teacher had to replay it for the second time. Moreover, the words sounded unfamiliar to them and the teacher had to explain even if there were pictures.

 

DATE/DAY	01.07.2014 (Tuesday)
CLASS	3N
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Vocabulary Building Through Songs
TOPIC	Words related to flags
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) use targeted vocabulary to describe the characteristics of the American flag b) sing a song entitled, “Oh, Susanna” with the help of song lyrics and music
LEARNING EMPHASIS	Multiple intelligence, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher begins the class by asking the students if they have seen an American flag. If the students say yes, the teacher asks them to describe the flag in terms of the colour, shapes and design on the flag. The students are expected to say that it has blue, white and red colour. There will be stars and stripes on it too. b) Next, the teacher invites Cikgu James to show the American flag and to get the students to identify if their previous description of the flag is correct or not. He asks them to count the number of stars and stripes. He also gets them to identify the colour on the flag. Then, he explains the meanings of the different colour, stars and stripes. c) After that, Cikgu James distributes song lyrics to each student and  introduces the song entitled, “Oh, Susanna” to the class by playing it on his laptop. He and the teacher sing the song in the class for them. He replays it for them so that they will be able to sing it along with him. d) Next, he calls several students to act out the song in front of the class. He explains what each student has to do so that they will help to explain the meaning of each line in the song lyrics as they act out certain movements. e) Once all of the lines are explained, he tells everyone to sing the song twice in the class. He plays the song more slowly this time so that they can sing it better. f) Before the class ends, the teacher asks the students to list down all of the new words that they have learned in class and to explain what they mean.
REFLECTION	This lesson was completed. The students could describe the American flag during the set induction by using words such as stars, blue, white and red. The students, however, could not think of the word stripe. They were found to be interested to sing the song although it was very upbeat. The words were pronounced quite fast and the students had difficulty keeping up with the tempo of the song. In conclusion, the song attracted their attention as it was something new for them to listen to.

 

DATE/DAY	01.07.2014 (Tuesday)
CLASS	1A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 9: Caring and Sharing
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about situations that show how people show their care for other people b) use targeted vocabulary to describe the pictures and to pronounce them correctly
LEARNING EMPHASIS	Verbal linguistic, intrapersonal and vocabulary building
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by getting the students to look at the pictures in their textbooks. The teacher asks them to identify what people are doing in the pictures in order to get them to know how to show their care for other people. b) Then, the teacher plays the audio-video DVD to allow students to listen and practise saying aloud the targeted vocabulary related to the topic on caring and sharing. c) She pauses after each picture to allow them to internalise the targeted vocabulary and ensures that all students participate acitively. d) Before the lesson finishes, she writes short several short captions for each of the picture on the board. Then, she points to each picture and asks the students to use the captions to describe the picture.
REFLECTION	This lesson was completed. It was very easy for the students as the words are common to them and the pictures were easy to relate to.

 

DATE/DAY	24.06.2014 (Tuesday)
CLASS	3A
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Writing informal letter using compound sentences
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) construct compound sentences using coordinating conjunctions and conjunctive adverbs b) construct sentences using simple present tense c) write an informal letter in six paragraphs
LEARNING EMPHASIS	Mastery learning, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher continues the lesson by asking the students to explain what they did in the class yesterday. They are expected to say that they read letters from Grade 7 students from New York. She continues to the question for the essay writing which they will do in the class and explains again what they need to do. b) In order to refresh students’ understanding, the teacher gives the layout for the essay on the board by illustrating where each point must be placed in the six paragraphs. The teacher encourages the students to use some ideas from the Galway students’ letters and also to study the kind of sentences that they used. They are given 10 minutes to write an introduction for the letter. At the end of this time, she calls a few students to read out their introductions. She also writes down these examples on the board and make any changes accordingly in order to minimize any errors. f) Next, the teacher tells the students to write their second paragraph on their families and interests. She gives them 15 minutes to do this on their own. At the end of this time, she reads out a few examples and writes them down for discussion on errors and original ideas. g) Before the class ends, she reminds the students to complete the essay at home by working on their fourth, fifth and final paragraphs. They are to submit their books on Friday the latest.
REFLECTION	This lesson was particially completed. The teacher had a little bit of time to illustrate how to write the introduction. However, students had ample reading of the Galway students’ letters on Monday. They have read the introduction, content paragraphs and conclusion of the letters. The teacher has assigned this essay to be completed at home and to be submitted on Friday.

 

DATE/DAY	02.07.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 9: Caring and Sharing
TOPIC	Language In Action Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) use the targeted sentence patterns in making announcements b) identify the reasons for making donations and the parties involved in the donation c) talk about things that one can donate d) practise vocabulary learned about making donations and to pronounce them correctly
LEARNING EMPHASIS	Verbal linguistic, interpersonal, directed attention, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to the pictures in their textbooks. She asks them to guess what the audio video will be about based on the pictures. The students are expected to say that it will describe ideas on making donations of various kinds. b) Then, the teacher plays the audio video DVD. The students will listen to it. The teacher plays it again for the second time and after that asks them to identify what the family is talking about. c) If the students have some difficulties, she will replay the video and pauses where necessary in order to reinforce the learning of targeted sentence structures such as “I want to donate..”, I can donate…” and so on. d) Next, the teacher moves on to another lesson where the students are to identify items in 5 different pictures. e) After this, she tells them to sit in their own groups. The teacher will assign each group to work on one set of picture. So, each group will work on different sets of pictures. f) In the groups, the students are to discuss as to who they will like to donate the items to and the reason for their donation. The teacher encourages the students to use the targeted sentence structures in their description and gives them 15 minutes to do this. g) At the end of this time, she calls two representatives from each group to present their discussion. h) Before the class ends, the teacher asks the students to identify various parties that can be the receiver of donations and reasons for donating.
REFLECTION	This lesson was completed. The students could identify only 2 targeted sentence structures from the audio video DVD. Most of them used the targeted sentence structures in their presentation but needed more help when it came to giving the reason for their donation.

 

 

DATE/DAY	02.07.2014 (Wednesday)
CLASS	1L
TIME	4.00- 5.10 pm
SUBJECT	English
UNIT	Unit 9: Caring and Sharing
TOPIC	Language In Action Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) use the targeted sentence patterns in making announcements b) identify the reasons for making donations and the parties involved in the donation c) talk about things that one can donate d) practise vocabulary learned about making donations and to pronounce them correctly
LEARNING EMPHASIS	Verbal linguistic, interpersonal, directed attention, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher draws students’ attention to the pictures in their textbooks. She asks them to guess what the audio video will be about based on the pictures. The students are expected to say that it will describe ideas on making donations of various kinds. b) Then, the teacher plays the audio video DVD. The students will listen to it. The teacher plays it again for the second time and after that asks them to identify what the family is talking about. c) If the students have some difficulties, she will replay the video and pauses where necessary in order to reinforce the learning of targeted sentence structures such as “I want to donate..”, I can donate…” and so on. d) Next, the teacher moves on to another lesson where the students are to identify items in 5 different pictures. e) After this, she tells them to sit in their own groups. The teacher will assign each group to work on one set of picture. So, each group will work on different sets of pictures. f) In the groups, the students are to discuss as to who they will like to donate the items to and the reason for their donation. The teacher encourages the students to use the targeted sentence structures in their description and gives them 15 minutes to do this. g) At the end of this time, she calls two representatives from each group to present their discussion. h) Before the class ends, the teacher asks the students to identify various parties that can be the receiver of donations and reasons for donating.
REFLECTION	Not all of the items in this lesson were taught. The teacher found out that the students could not identify almost all of the words spoken in the conversation. So, she had to modify this lesson by getting the students to look at the pictures and to identify to whom those items can be donated. The teacher built their vocabulary by explaining new words related to making donations. The second lesson was also modified as students lack the language to carry out a successful discussion. Therefore, the teacher had asked the students to classify the items in each of the 5 sets of pictures and to identify who they can donate the items to. The teacher taught them how to use the targeted sentence structures and the new words that they have learned in this lesson.

 

DATE/DAY	03.07.2014 (Thursday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 9: Caring and Sharing
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) practise the vocabulary learned when they write their announcements and ask questions
LEARNING EMPHASIS	Verbal linguistic
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to study the picture in their textbook and asks them to identify who and what the person is doing. The students are expected to say that they can see a picture of a deejay at a radio station and making an announcement. b) Using this picture, the teacher tells the students to sit in their own groups where they are going to write a short announcement on asking the public to make donations. Each group is to use similar picture during Wednesday lesson and their announcements must be related to that picture. Later when the announcement is done, the students are to do a role play between a deejay and several callers who call to get more information on the announcement. The students are reminded to use targeted vocabulary learned in previous lessons. c) The students are given 15 minutes to discuss this group work. At the end of this time, the teacher calls the first group to present their role play in front of the class. When all of the groups have presented, the teacher comments on their ability to use the targeted sentence patterns and vocabulary. d) Before the lesson ends, the teacher reminds the students to bring their colour pencils or crayons to the class for Friday class.
REFLECTION	This lesson was completed. The students presented their role plays successfully. They used the targeted sentence patterns in their role play. Some groups conducted theirs more successfully as they tried their best to make their role play as authentic like at a radio station.

 

DATE/DAY	03.07.2014 (Thursday)
CLASS	3N
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Literature: Around The World In 80 Days
TOPIC	Chapter 12: Passepartout Travels On Alone, And Grows a Very Long Nose
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify how long Passepartout fell unconscious after being knocked out by Detective Fix b) identify one reason why Passepartout decided to join the acrobatic troup c) how Passepartout met Phileas in Yokohama, Japan d) give the name of the steamer that Phileas and his friends took to USA
LEARNING EMPHASIS	Vocabulary development, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to identify what happened in Chapter 11 from previous lesson in order to help them to remember the previous chapters. They are expected to say that Detective Fix had told someone to knock Passepartout on his head so that he would not be able to alert Phileas about the ship to Japan which would sail earlier. b) Then, the teacher moves on to Chapter 12 by asking the students to read its title. She gives them hints to help them to guess what they will read in the chapter. c) Next, she begins reading the chapter by stressing on the main events and pausing at paragraphs where the main events are. She also explains the meaning of difficult words for them. d) At the end of this reading, the teacher asks them several questions such as how long Passepartout fell unconscious after being knocked out by Detective Fix, to identify one reason why Passepartout decided to join the acrobatic troup, how Passepartout met Phileas in Yokohama, Japan and to give the name of the steamer that Phileas and his friends took to USA.
REFLECTION	This lesson was completed. Students could only answer 3 out of 4 questions that the teacher asked.

 

DATE/DAY	03.07.2014 (Thursday)
CLASS	3A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Literature: Around The World In 80 Days
TOPIC	Chapter 13: Mr. Fogg and Party Cross The Pacific Ocean
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) give one reason why Passepartout punched Detective Fix on his nose b) give one reason why Detective Fix agreed to help Phileas complete his journey c) identify one reason why the train to New York could not continue its journey
LEARNING EMPHASIS	Reading in the class
INSTRUCTIONAL PROCEDURES	a) The teacher carried a revision of Chapters 11 and 12 before moving on to Chapter 13. She asks a variety of questions that will help them remember the sequence of events that will be proceeded by Chapter 13. b) Next, she tells the students to guess what will happen next in the party’s sailing at the Pacific Ocean on board a new steamer called, “General Grant”. The students are expected to say that Detective Fix will be seen talking to Passepartout discussing new ways to capture Phileas. c) Then, the teacher moves on to read only the major details of this chapter while pausing at certain paragraphs in order to stress on the major ideas of this chapter. d) When the teacher has completed her reading of this chapter, she asks them a few questions such as give one reason why Passepartout punched Detective Fix on his nose, to give one reason why Detective Fix agreed to help Phileas complete his journey and to identify one reason why the train to New York could not continue its journey.
REFLECTION	This lesson was completed. The students could answer all of the questions posed.

 

 

DATE/DAY	03.07.2014 (Thursday)
CLASS	IL
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Unit 9: Caring and Sharing
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) practise the vocabulary learned when they write their announcements and ask questions
LEARNING EMPHASIS	Verbal linguistic
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to study the picture in their textbook and asks them to identify who and what the person is doing. The students are expected to say that they can see a picture of a deejay at a radio station and making an announcement. b) Using this picture, the teacher tells the students to sit in their own groups where they are going to write a short announcement on asking the public to make donations. Each group is to use similar picture during Wednesday lesson and their announcements must be related to that picture. Later when the announcement is done, the students are to do a role play between a deejay and several callers who call to get more information on the announcement. The students are reminded to use targeted vocabulary learned in previous lessons. c) The students are given 15 minutes to discuss this group work. At the end of this time, the teacher calls the first group to present their role play in front of the class. When all of the groups have presented, the teacher comments on their ability to use the targeted sentence patterns and vocabulary. d) Before the lesson ends, the teacher reminds the students to bring their colour pencils or crayons to the class for Friday class.
REFLECTION	This lesson was not entirely completed. The reason was they could not communicate in English confidently. The selected radio deejays were unable to answer questions confidently too. Hence, the teacher had decided to get them to fill in blanks for an announcement seeking donation. This was written on the board. The answers were provided and the students filled almost all of the blanks with the correct answers. Then, in order to train them to speak, the teacher wrote Wh-questions on the board and asked students randomly to ask her questions about the announcement which she herself answered.

 

DATE/DAY	04.07.2014 (Friday)
CLASS	1A
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Unit 9: Caring and Sharing
TOPIC
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) produce a simple poster on people seeking donations b) explain what the poster means
LEARNING EMPHASIS	Interpersonal, Verbal intelligence
INSTRUCTIONAL PROCEDURES	a) Based on the previous lesson of role play of a deejay and callers, the students are instructed to sit in their own groups again. This time, the teacher distributes a drawing paper to each group. For this lesson, the students are to draw and colour a simple poster that will depict the announcement that each group had made on Thursday. Their poster must be related to the role play that each group had presented. b) The teacher also distributes colour pencils to each group where their posters will be hung on their notice board. c) The students are reminded to write a big title for their poster and are given 1 period to complete this group work. d) At the end of this time, the students are to describe their posters briefly. e) Before the end of this lesson, the students are asked to put up their posters on their class notice board.
REFLECTION	This lesson was not completed yet. All of the 6 groups could not complete their posters. So, it will be carried forward to Tuesday’s lesson next week.

 

DATE/DAY	04.07.2014 (Friday)
CLASS	3N
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Literature: Around The World In 80 Days
TOPIC	Chapter 12: Passepartout Travels On Alone, And Grows a Very Long Nose Chapter 13: Mr. Fogg and Party Cross The Pacific Ocean
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) give 2 main ideas for Chapter 12 and Chapter 13 respectively
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher gives notes on Chapters 12 and 13 which the students take down into their note books. She explains the notes to them. b) Then, the teacher asks them to give her at least 2 main ideas for each of these chapters. c) Before the end of the class, she tells them to take down the notes on the board into their exercise books.
REFLECTION	This lesson was completed. The students could give 3 main ideas. However, not all of them took part actively in the class discussion.

 

 

DATE/DAY	04.07.2014 (Friday)
CLASS	3A
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	Writing: Informal letter
TOPIC	Informal letter to a pen pal in the USA
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) complete their informal letter in the class
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher continuous previous Monday’s lesson in the class. She instructs the students to read out their second and third paragraphs in the class. The teacher comments on their work by giving a few helpful tips to improve their paragraphs. b) Next, she offers some suggestions on how to complete the fourth, fifth and sixth paragraphs of their informal letter. She does this by writing down sample paragraphs and examples of topic sentences for the content paragraphs. c) The rest of the lesson is for the students to write on their own. d) Before the lesson finishes, the students are to hand in their exercise books.
REFLECTION	This lesson was completed. Only 11 students handed in their books. The rest of the class will submit theirs on Monday next week.