RPH MINGGU 28

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

 

MINGGU 28

 

DATE/DAY	07.07.2014 (Monday)
CLASS	3A
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	Writing
TOPIC	Opinion based essay
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 opinion-based essay in six paragraphs
LEARNING EMPHASIS	Mastery learning, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to describe their villages and the town of Serian. She listens and takes notes of things that they say on the board. c) Next, she asks the students if they like living at their villages or the town. She tells them to give reasons for their answer. It is expected that students may contribute the peacefulness of life at their village as the main reason for liking their village while modern facilities will be the reason for liking the town of Serian. d) Then, the teacher writes down the question for the essay writing exercise for the week. She reads the question and asks them to identify the key words in the question. e) Next, the the teacher asks them to identify the correct tense and to give examples of useful words or phrases for the essay. f) After that, she 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 compound sentences in their essay. g) Then, the teacher asks them to write a short introduction for the essay and gives them 5 minutes to do this on their own. At the end of the time, she reads students’ work randomly and chooses the best introduction to be written on the board. h) After that, she tells the students to write their second paragraph on the first major idea. 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. She also chooses the best paragraph to be written on the board. The students are told to take down these paragraphs into their exercise books. 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 completed. The students were able to give a lot of reasons for their preference. The teacher had decided not to give any example paragraphs for the introduction and the second paragraph. The reason is because the teacher had conducted a lengthy discussion in the class by writing down students’ responses as well as ideas that can be used in their essay. The students were also given an example title for the essay and will submit their books on Friday.

 

DATE/DAY	07.07.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	Unit 10: Gadgets and Gizmos
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the electrical gadgets in a picture b) identify the uses of the electrical gadgets at their home
LEARNING EMPHASIS	Verbal-linguistic, intrapersonal
INSTRUCTIONAL PROCEDURES	a) The teacher guide all of the students to talk about the title, “Gadgets and Gizmos’ by getting them to explain the meaning of the words “science” and “technology”. 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 the uses of the objects. Students must also respond by answering the teacher’s questions. c) To help them to remember the names of the electrical gadgets, the teacher writes up a list of words related to the lesson on that day. She asks them to read each of the word loudly in the class c) Before the lesson ends, the teacher asks the students to give the importance of science by relating this question to the lesson.
REFLECTION	This lesson was completed. The students could identify almost all of the gadgets on the picture but they could not give the correct English names for some of the gadgets. They could also use incomplete sentences in English when asked to give the gadgets’ uses. For example, “to call”, “ listen to music” and “play games” to name a few. The teacher did not have the time to write complete sentences for these gadgets. She will do this in the coming lesson.

 

DATE/DAY	08.07.2014 (Tuesday)
CLASS	1L
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 10: Gadgets and Gizmos
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) say out aloud the names of the gadgets in a kitchen b) identify which gadget is mentioned in a dvd-audio video c) list down the kinds of gadgets that students have at home d) identify one function for five most used gadgets at home
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 the gadgets that are shown in a kitchen. 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 science and technology. c) She pauses after each picture to allow them to internalise the targeted vocabulary and ensures that all students participate acitively. She also calls students randomly to identify which gadget is mentioned in the audio video. d) Next, she asks them to list down five most used gadgets at their home and to write one function for each of the gadget. d) Before the lesson finishes, she tells the students to go home and to look closely at the five gadgets that they have listed. They are to look at size, weight, physical appearance and uses of the gadgets for Wednesday’s lesson.
REFLECTION	This lesson was completed.The teacher did not play the audio DVD. Instead she asked the students to identify almost all of the gadgets

 

DATE/DAY	08.07.2014 (Tuesday)
CLASS	3N
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Puppet making and role play
TOPIC	Learning how to make a puppet and role playing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) create a paper puppet using scrap paper and old magazines b) create a conversation using targeted sentence patterns
LEARNING EMPHASIS	Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher and Cikgu James, the ETA, begin the lesson by asking the students if they have watched a puppet performance on the television. If they say yes, the teacher asks them to describe how a puppet looks like. If they don’t, the teacher will describe to them how a puppet looks like. b) Next, the teacher explains that the lesson will let students to create a puppet and do a role play in pairs using the puppets. c) After that, the teacher tells the students to sit in their own groups and distributes scissors, scrap paper, marker pens, salotape, broomsticks and old magazines. d) Then, Cikgu James explains how to create the puppet by drawing either a male or a female gingerbread figure on the given scrap papers. He shows how to draw the figures on the board. He also models one gingerbread figure on a manila card and shows it to the students. Later on, Cikgu James decorates the figure by cutting out a face from an old magazine and pasting it on the figure. The figure is also decorated using marker pens or anything from the old magazine. e) In their own groups, the students are to start cutting out their own gingerbread figures, to cut out a person’s face from the magazine and to decorate them with the marker pens. Each student is to write a name and the age for the puppet at the back of the puppet. f) If the puppets are done, the students are to paste broomsticks at the back so that the figures can be held later on for the role play. g) Next, the students are taught sentence patterns which they will use in their role play. They are to introduce themselves and to ask or answer questions about each other. Cikgu James will write down these sentence patterns on the board while the teacher will explain what each of them means. h) Once this is done, each student is to find a partner and to draft a simple conversation that consists of 4 or 5 turns. They are given 15 minutes to do this and at the end of the time, the teacher and Cikgu James check students’ work. i) After that, each pairs of students is called out to do the role play in front of the class. Once everyone has presented their role plays, the teacher and Cikgu James stress on the importance of using the sentences when introducing oneself or getting to know other people.
REFLECTION	This lesson was not completed. The students managed to complete their paper puppets but not the role plays. They will continue to do this in the next lesson on Tuesday next week where they will learn the sentence patterns and do their role plays. This lesson revealed that students really enjoyed themselves when it came to be creative in arts.

 

DATE/DAY	08.07.2014 (Tuesday)
CLASS	1A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 10: Gadgets and Gizmos
TOPIC	Stimulus
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the electrical gadgets in a picture b) identify the uses of the electrical gadgets at their home
LEARNING EMPHASIS	Verbal-linguistic, intrapersonal
INSTRUCTIONAL PROCEDURES	a) The teacher guide all of the students to talk about the title, “Gadgets and Gizmos’ by getting them to explain the meaning of the words “science” and “technology”. 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 the uses of the objects. Students must also respond by answering the teacher’s questions. c) To help them to remember the names of the electrical gadgets, the teacher writes up a list of words related to the lesson on that day. She asks them to read each of the word loudly in the class c) Before the lesson ends, the teacher asks the students to give the importance of science by relating this question to the lesson.
REFLECTION	This lesson was completed Students were able to explain the meaning of the words and identify all of the electrical appliances.

 

DATE/DAY	08.07.2014 (Tuesday)
CLASS	3A
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Literature: Around The World In 80 Days
TOPIC	Chapter  13: Mr. Fogg and Party Cross The Pacific Ocean Chapter 14: Phileas and Passepartout Meet Outlaws and Bandits on the Railroad
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify one solution when the train could not cross a faulty bridge b) describe three events that happened on a train to New York
LEARNING EMPHASIS	Mastery learning, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher continues previous lesson on Chapter 13 by asking the students where Phileas’ party is heading to on a train and why the train could not travel through a bridge. The students are expected to say that Phileas and his friends were on a train journey to New York but they could not continue as the bridge was damaged. b) The teacher continues her reading of Chapter 13 and pauses at paragraphs where the main ideas are. She asks the students to identify how the travelling party solves their problems. c) Then, the teacher moves on to Chapter 14 and asks the students to identify what kind of problem Phileas and his friends will face with the outlaws and the bandits on the way to New York. The students are expected to say that the outlaws and the bandits will try to attack the passengers. d) The teacher continues reading this chapter and pauses where the main ideas are and also explains new or difficult words. e) Before the end of the lesson, the teacher asks the students to identify one solution that Phileas took to cross the damaged bridge and three main events that took place during the attack by bandits on the train. The teacher listens to students’ responses and comments on their answers.
REFLECTION	This lesson was postponed. The reason was the teacher felt she needed to let them take down notes on Chapters 9 and 10. This lesson will be carried out on Tuesday next week.

 

DATE/DAY	08.07.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 10: Gadgets and Gizmos
TOPIC	Building Blocks
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) say out aloud the names of the gadgets in a kitchen b) identify which gadget is mentioned in a dvd-audio video c) list down the kinds of gadgets that students have at home d) identify one function for five most used gadgets at home
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 the gadgets that are shown in a kitchen. 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 science and technology. c) She pauses after each picture to allow them to internalise the targeted vocabulary and ensures that all students participate acitively. She also calls students randomly to identify which gadget is mentioned in the audio video. d) Next, she asks them to list down five most used gadgets at their home and to write one function for each of the gadget. d) Before the lesson finishes, she tells the students to go home and to look closely at the five gadgets that they have listed. They are to look at size, weight, physical appearance and uses of the gadgets for Wednesday’s lesson.
REFLECTION	This lesson was completed. The students were able to identify the gadgets mentioned in the audio dvd. The rest of the lesson will be continued in the next lesson.

 

 

DATE/DAY	09.07.2014 (Wednesday)
CLASS	1L
TIME	4.00- 5.10 pm
SUBJECT	English
UNIT	Unit 10: Gadgets and Gizmos
TOPIC	Language In Use
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) talk about how the gadgets have changed over time using the targeted sentence patterns b) use words related to size, weight, physical appearance and uses in describing the gadgets
LEARNING EMPHASIS	Verbal linguistic, interpersonal, directed attention, vocabulary development
INSTRUCTIONAL PROCEDURES	a) The teacher draw students’ attention to the gadgets on the page of their textbook. She asks them to identify the names of the gadgets. They are expected to identify a mobile phone, a steam iron, a rice cooker and a flat screen television. b) Next, she gives them a list of words to describe size, weight, physical appearance and uses on the board. She explains what they mean. c) Then, she tells them to describe the gadgets using the words on the board. She starts by asking them to talk about their size, weight, physical appearance and uses. She also writes down these sentences on the board. d) When all of the gadgets have been described, she tells the students to read each sentence aloud in the class. She also calls individual students randomly to test their pronunciation skill. e) Before the class ends, she asks them to tell her words to describe size, weight, physical appearance and uses.
REFLECTION	This lesson was completed. The students were able to identify nearly half of the gadgets mentioned in the audio dvd. They were also drilled in saying out sentences used to describe size, weight and physical appearance of the gadgets aloud. However, they had trouble to read them out confidently on their own. They needed the teacher to read out some of the words for them.

 

DATE/DAY	10.07.2014 (Thursday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Unit 10: Gadgets and Gizmos
TOPIC	Language In Action
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) describe the uses of a gadget using the targeted sentence patterns
LEARNING EMPHASIS	Interacting
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to look at four pictures on their textbooks. She tells them that they are going to listen to an audio DVD on a conversation. She asks them to guess what the conversation will be about. She listens to their responses. b) Then, the teacher plays the audio-video DVD and tells the students to listen. She replays this DVD and pauses at the targeted sentence patterns that the students will use to describe the uses of gadgets. c) When the teacher pauses, she discusses with the students on how to use the targeted sentence patterns. This is done by asking students randomly in the class. d) In order to help students to see how these sentence patterns are used, the teacher writes down these on the board. Then, she tells them to read each sentence aloud. e) Before the lesson ends, she reminds the students to go home and identify gadgets that have undergone changes over the years by looking at their size, weight, physical appearance and users.
REFLECTION	This lesson was completed. It was also altered to let students do some analytical thinking. Instead of looking at gadgets at home and studying their characteristics, the teacher had gotten the students to sit in a group to discuss the differences of each gadget in the past and in the present by looking at their size, weight and physical appearance. They were given the rest of the class time after listening to the audio dvd where their findings will be presented on Thursday.

 

DATE/DAY	10.07.2014 (Thursday)
CLASS	3N
TIME	3.25 – 4.35 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 were given notes on Chapters 12 and 13. But not all of them were able to give one reason on why Fix agreed to help Phileas and why the train to New York could not go through a bridge.

 

DATE/DAY	10.07.2014 (Thursday)
CLASS	3A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Literature: Around The World In 80 Days
TOPIC	Essay question: Describe an event that is interesting.
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify one event that is interesting b) elaborate on three reasons why a certain event is interesting
LEARNING EMPHASIS	Mastery learning, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to choose events that are interesting to them. She listens and writes down their answers on the board. She also asks them to give reasons why they think a certain event is interesting. She also writes down their answers on the board. b) Then, the teacher writes down the question for essay writing on the board. She reads out the question and asks them to highlight the key words as well as the tense to use. Next, she gets them to list down some useful words which may be useful for their essay. c) After that, the teacher gets them to choose the most interesting event that has three strong reasons based on their earlier discussions. The students are expected to refer to the board as they can look at a variety of events and reasons why each one is interesting. d) Once the students have chosen the most interesting event, the teacher guides the students to write the introduction and the second paragraph. She explains how each reason is elaborated in the content paragraph and how the evidence is selected from the novel. e) Before the end of this lesson, the teacher reminds the students to submit their books on Monday next week.
REFLECTION	This lesson was not completed. The reason was this lesson was borrowed by Mr. Tiong Eng Tai to continue his PJK lesson. This lesson will be taught on Friday.

 

 

DATE/DAY	10.07.2014 (Thursday)
CLASS	IL
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Unit 10: Gadgets and Gizmos
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) describe a new gadget’s size, weight, physical appearance and uses  using the targeted sentence patterns
LEARNING EMPHASIS	Verbal linguistic
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to look at a picture what shows new innovations. She asks them to identify what each picture shows and the uses of the gadgets. b) Then, the teacher distributes drawing papers to each student. They are instructed to draw a new gadget that will be useful to people. They are given 15 to 20 minutes to do this before the teacher calls some students to describe their innovation. c) Before the students are called, the teacher writes down the targeted sentence patterns which the students will use to describe their gadgets. d) Before the end of the class, the teacher randomly chooses students to describe their gadgets to the class. They are to use the targeted sentence patterns.
REFLECTION	This lesson was completed. The students drew all kings of gadgets but most of them were incomplete. The teacher did not get them to present but asked some students what their invention can do. Most of them were not too sure and were not able to explain properly.

 

DATE/DAY	11.07.2014 (Friday)
CLASS	1A
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Unit 10: Gadgets and Gizmos
TOPIC	Having Fun
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) describe a new gadget’s size, weight, physical appearance and uses  using the targeted sentence patterns
LEARNING EMPHASIS	Verbal linguistic
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to look at a picture what shows new innovations. She asks them to identify what each picture shows and the uses of the gadgets. b) Then, the teacher distributes drawing papers to each student. They are instructed to draw a new gadget that will be useful to people. They are given 15 to 20 minutes to do this before the teacher calls some students to describe their innovation. c) Before the students are called, the teacher writes down the targeted sentence patterns which the students will use to describe their gadgets. d) Before the end of the class, the teacher randomly chooses students to describe their gadgets to the class. They are to use the targeted sentence patterns.
REFLECTION	This lesson was partially completed. The students could not complete the drawing of their invention. This lesson will be continued next Tuesday in class where they will present it in groups.

 

DATE/DAY	11.07.2014 (Friday)
CLASS	3N
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Literature: Around The World In 80 Days
TOPIC	Chapter 14: Phileas and Passepartout Meet Outlaws and Bandits on the Railroad
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify one solution when the train could not cross a faulty bridge b) describe three events that happened on a train to New York
LEARNING EMPHASIS	Mastery learning, vocabulary development
INSTRUCTIONAL PROCEDURES	c) Then, the teacher moves on to Chapter 14 and asks the students to identify what kind of problem Phileas and his friends will face with the outlaws and the bandits on the way to New York. The students are expected to say that the outlaws and the bandits will try to attack the passengers. d) The teacher continues reading this chapter and pauses where the main ideas are and also explains new or difficult words. e) Before the end of the lesson, the teacher asks the students to identify one solution that Phileas took to cross the damaged bridge and three main events that took place during the attack by bandits on the train. The teacher listens to students’ responses and comments on their answers. f) Before the lesson ends, the teacher gives the students some notes on Chapters 11, 12, 13 and 14 for the students to take down into their exercise books.
REFLECTION	This lesson was not completed. The students were taught something else by the teacher which was how to write proper English sentences instead of a lesson on the novel. This was to help them write simple but grammatically correct English sentences.

 

 

DATE/DAY	04.07.2014 (Friday)
CLASS	3A
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	Literature: Around The World In 80 Days
TOPIC	Essay question: Describe an event that is interesting.
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify one event that is interesting b) elaborate on three reasons why a certain event is interesting
LEARNING EMPHASIS	Mastery learning, Learning how to learn
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to choose events that are interesting to them. She listens and writes down their answers on the board. She also asks them to give reasons why they think a certain event is interesting. She also writes down their answers on the board. b) Then, the teacher writes down the question for essay writing on the board. She reads out the question and asks them to highlight the key words as well as the tense to use. Next, she gets them to list down some useful words which may be useful for their essay. c) After that, the teacher gets them to choose the most interesting event that has three strong reasons based on their earlier discussions. The students are expected to refer to the board as they can look at a variety of events and reasons why each one is interesting. d) Once the students have chosen the most interesting event, the teacher guides the students to write the introduction and the second paragraph. She explains how each reason is elaborated in the content paragraph and how the evidence is selected from the novel. e) Before the end of this lesson, the teacher reminds the students to submit their books on Monday next week.
REFLECTION	This lesson was not completed. The double periods were borrowed by Madam Menura Stephen as she needed extra time to get the 3A students to complete their PT3 formatted project work on for History. This lesson will be carried out next week on Tuesday.