RPH MINGGU 30

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

MINGGU 30

DATE/DAY	21.07.2014 (Monday)
CLASS	3A
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	Writing
TOPIC	Writing an email
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write a 50 word essay for an email b) list down more than 1 way to stay healthy during the haze c) write in one paragraph d) construct sentences using simple present tense
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins by explaining to the students that they will write an email for the day’s task. She writes a question on the blackboard and reads it out. Later, she also explains how to write a 50-word email in about 30 minutes. b) The students are advised to take down this question into their exercise books as they will complete the essay in the class during the two period lesson. c) Next, the teacher tells them to start writing by not discussing the question or any ideas with their friends. At the end of this time, the teacher returns students’ essay and comments on their work as well as the correct layout for a 50-word email. d) Before the end of this lesson, the teacher reminds the students to be ready for a mock oral test in the class on Tuesday.
REFLECTION	This lesson was completed. The email lesson was given as a test. After marking students’ work, the teacher found out that most of them have forgotten to sign off their email. They also made a lot of major mistakes such as past continuous and present continuous tenses. The highest mark is 10/10.

DATE/DAY	21.07.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Singular nouns with singular verbs
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) match singular nouns and singular verbs by filling in blanks
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students on what they have learned on Wednesday last week. They are expected to say that they learned about singular and plural verbs. b) The teacher draws a table with two columns. She labels each column with singular and plural verbs. Then, she calls students to fill in the columns with suitable singular and plural verbs. c) Then, the teacher checks their answers. If it is wrong, the teacher corrects and explains to them. d) Next, the teacher introduces the first rule for subject verb agreement. The teacher will teach the students that singular nouns must be matched with singular verbs. e) For this, the teacher gives a few examples and encourages the students to give examples while the teacher will write down on the board. f) After that, the teacher gives a simple exercise where students are to choose answers from a box in order to fill in blanks that will test their understanding of singular nouns with singular verbs. g) At the end of the given time, the teacher checks and corrects any errors. h) Before the end of the lesson, the teacher asks the students to repeat what they have learned in the class.
REFLECTION	This lesson was not completed. The reason is because the teacher decided to test the students’ comprehension of singular and plural nouns as well as verbs. It was found out that most of them always mistook singular nouns as plural nouns. They also always failed to pronounce the‘s’ ending for plural nouns and singular verbs. The teacher drilled them to pronounce the words correctly.

DATE/DAY	22.07.2014 (Tuesday)
CLASS	1L
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Singular nouns with singular verbs
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) match singular nouns and singular verbs by filling in blanks
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students on what they have learned on Wednesday last week. They are expected to say that they learned about singular and plural verbs. b) The teacher draws a table with two columns. She labels each column with singular and plural verbs. Then, she calls students to fill in the columns with suitable singular and plural verbs. c) Then, the teacher checks their answers. If it is wrong, the teacher corrects and explains to them. d) Next, the teacher introduces the first rule for subject verb agreement. The teacher will teach the students that singular nouns must be matched with singular verbs. e) For this, the teacher gives a few examples and encourages the students to give examples while the teacher will write down on the board. f) After that, the teacher gives a simple exercise where students are to choose answers from a box in order to fill in blanks that will test their understanding of singular nouns with singular verbs. g) At the end of the given time, the teacher checks and corrects any errors. h) Before the end of the lesson, the teacher asks the students to repeat what they have learned in the class.
REFLECTION	This lesson was partially completed. The teacher could not give a simple exercise for them to do as the teacher used the first period to advise students on the importance of bringing their exercise books to school. Some students failed to bring their exercise books despite reminders from the teacher. The second half of the lesson will be carried out during Wednesday lesson.

DATE/DAY	22.07.2014 (Tuesday)
CLASS	3N
TIME	2.00 – 3.10 pm
SUBJECT	English
UNIT	Wh-Questions for PT3
TOPIC	Answering questions on the topic of hobbies
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) answer three types of Wh-questions on the topic of hobbies
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher explains the lesson for the day which is practicing answering Wh-questions on the topic of hobbies. To begin the lesson, she asks the students to name their hobbies. As students respond, the teacher writes down these hobbies on the board. Then, the teacher tells the students to read out loud these words on the board. b) Next, Cikgu James, the ETA, introduces five types of Wh-Questions on the board. With the help of pictures, he asks the students to explain the meaning of Why? When? Who? What? and Where?. c) After that, the teacher writes down three questions on the board which will be the standard questions that the students will have to answer in their oral test for the PT3 examinations. She explains what they mean and writes down the complete answer for each question. However, she still leaves blanks for the students to fill in with their own answers. For this, she gives them a variety of answers to be used to fill in the blanks. She also explains what each phrases mean. d) Then, in order to test students’ understanding, she asks a few students in the class to answer the three questions. The student is to answer using full sentences using any of the phrases provided to fill in the blanks. e) After this, Cikgu James invites the students to write all of the words that they have learned on a large piece of paper. While some will be writing on the paper, others are encouraged to answer Cikgu James’ questions. This is done by getting a student to answer simple Wh-Questions regarding the topic of hobbies. f) Before the lesson ends, the students are to hang the large piece of paper with words related to hobbies on their notice board.
REFLECTION	This lesson was completed. The students even volunteered to try answering the three Wh-Questions spontaneously. They even volunteered to answer Cikgu James’ questions. It was a successful attempt with the students albeit the fact not all participated.

DATE/DAY	22.07.2014 (Tuesday)
CLASS	1A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Unit 10: Gadgets and Gizmos
TOPIC	Fun In Sharing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) present their group work on inventing a new gadget b) ask questions related to the invention c) list down four functions of a gadget, one benefit and how the gadget works
LEARNING EMPHASIS	Verbal linguistic, interacting, organising, creating and generating ideas
INSTRUCTIONAL PROCEDURES	a) The teacher continues previous Thursday’s lesson that was not completed yet. b) So, the teacher calls out for the fourth group to present their invention. After their presentation, the teacher calls one student from other groups to ask one question on the invention. c) Once all of the groups have asked questions, the teacher calls out for the fifth group to present. This procedure is repeated until all of the last group has presented. d) At the end of the presentation, the teacher announces the best group and gives away the gifts. She also comments on the group’s best points and compares them to the other groups. e) Before the lesson ends, the teacher thanks all of the students for presenting their last task for the last lesson on Unit 10.
REFLECTION	This lesson was completed. All of the 6 groups have completed their presentations. The students learned new things from the last three groups that presented today. They were more prepared in the sense that they did not depend too much of notes and presentations contained more elaborate explanations.

DATE/DAY	22.07.2014 (Tuesday)
CLASS	3A
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Writing
TOPIC	Email writing
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify what their weaknesses in the previous email writing task
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to look at their previous email writing task. She asks them if they are satisfied with their marks. b) Next, she asks the students to identify their errors and if they can’t, the teacher writes down some of the students’ errors. She also shows to them how to correct the errors. c) After that, she shows a sample email and how it looks like. The sample email message is distributed around the class to enable the students to have a closer look and to read the message on it. d) Before the lesson ends, the teacher gives the students a sample answer for the previous task.  They are to take this down into their exercise books.
REFLECTION	This lesson was half completed. The teacher could not give a sample answer for the previous task as she used a lot of time to explain students’ mistakes on the board. It will be given during Thursday lesson.

DATE/DAY	23.07.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Singular and Plural Nouns Singular and Plural Verbs
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) give examples of singular and plural nouns b) give examples of singular and plural verbs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by drawing a table that divides a table into two columns: singular nouns and plural nouns. After that, she tells the students to quickly fill in the table with objects that they can find in the classroom which are singular or plural. They are given 5 minutes to do this. The fastest student will be given a gift in the form of a stationary. b) At the end of the time, she fills in the table with the correct answer from the fastest student who completes the first task. Then, she asks the students to identify 1 difference between singular and plural nouns. The students are expected to say that plural nouns will have ‘s’ ending or at times ‘es’ ending. c) Then, the teacher moves on to singular and plural verbs. This is done by getting the students to fill in a similar table that divides the singular and plural verbs. However, she tells them to fill in the singular verbs column by getting them to list down as many verbs that are associated with a student’s role such as writes, listens, studies and so on. d) The students are given 5 minutes to do this. At the end of the time, she asks them to read out all of their answers while the teacher writes them down. e) After that, she asks them to say out the plural forms of the verbs. The teacher also writes these down. f) She proceeds to explain the differences between singular and plural nouns as well as singular and plural verbs. She also explains that not all plural nouns have ‘s’ ending. She gives them some examples of these as well as irregular nouns that can be considered as plural without any changes to their spelling. g) Before the lesson ends, the teacher tells the students to explain the differences between the singular and plural forms of nouns as well as verbs.
REFLECTION	This lesson was half completed. The reason was because the teacher decided to focus on only singular nouns and singular verbs. The teacher had also assigned the students a simple task where they are to write 6 short phrases that contain only singular nouns and singular verbs. The phrases must be about their favourite personalities. The teacher gave three examples for the students to refer to. They are encouraged to be creative in using singular nouns and singular verbs.

DATE/DAY	23.07.2014 (Wednesday)
CLASS	1L
TIME	4.00- 5.10 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Revision of singular nouns with singular verbs
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) fill in blanks with the correct singular nouns and singular verbs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to give forms of singular nouns and singular verbs. The students are expected to say that singular nouns do not have any ‘s’ ending while singular verbs have ‘s’ ending. b) Next, the teacher gives them more exercise on filling in the blanks with correct singular nouns and singular verbs. They are to fill in the blanks with provided words in a box. c) The students are given 15 minutes to do this on their own. At the end of this time, the teacher calls out some students to write their answers on the board. d) Then, the teacher checks their work and corrects any errors. e) Before the lesson ends, she also gets them to read out each sentence out loud.
REFLECTION	This lesson was completed. However, the teacher had given more exercises for the students to attempt. Apart from the exercise described in the lesson plan, she had also given them two more exercises that will get them familiar with matching singular nouns with singular verbs.

DATE/DAY	24.07.2014 (Thursday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Plural nouns and plural verbs
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) match plural nouns with plural verbs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher revises Wednesday’s lesson by asking students to show their work. She reads a few of the students’ work in class. If there are any errors, she corrects them. b) Then, the teacher moves on to teaching them on plural nouns and plural verbs by stressing on the characteristics of the plural nouns and verbs. c) After that, she gives them an exercise where they are to underline the correct answers. They are given 20 minutes to do this in the class. At the end of the time, the teacher calls a few students to write their answers on the board. The teacher then checks and corrects any errors. d) Next, she tells them to identify errors in a text. They are to rewrite the wrong sentences. This task is assigned as homework to be checked during Friday’s lesson.
REFLECTION	This lesson was modified. The teacher had given them some examples of plural nouns and plural verbs. Instead of getting them to identify errors in sentences, the students were told to identify the best singular or plural verbs in sentences. The error identification lesson will be carried out during Friday lesson. The teacher found out that students get confused especially with singular non-countable nouns or with nouns that come in groups such as a bouquet of flowers and a swarm of bees to name a few examples.

DATE/DAY	24.07.2014 (Thursday)
CLASS	3N
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Writing
TOPIC	Writing an email
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) write a 50 word essay for an email b) list down more than 1 way to stay healthy during the haze c) write in one paragraph d) construct sentences using simple present tense
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins by explaining to the students that they will write an email for the day’s task. She writes a question on the blackboard and reads it out. Later, she also explains how to write a 50-word email in about 30 minutes. b) The students are advised to take down this question into their exercise books as they will complete the essay in the class during the two period lesson. c) Next, the teacher tells them to start writing by not discussing the question or any ideas with their friends. At the end of this time, the teacher returns students’ essay and comments on their work as well as the correct layout for a 50-word email. d) Before the end of this lesson, the teacher reminds the students to be ready for a mock oral test in the class on Friday.
REFLECTION	This lesson was completed. The students were given an email writing exercise where they were asked to write to a friend about their favourite subject. The students could explain reasons for their choice in Malay language but could not explain confidently in English. Their responses were mainly bits of information that were not given in full sentences. The teacher guided them to form meaningful sentences.

DATE/DAY	24.07.2014 (Thursday)
CLASS	3A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Writing, Oral Test – Mock test
TOPIC	Postcard writing, mock Oral English Assessment
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify what their weaknesses in the previous postcard writing task b) identify 3 main ways to beat stress c) answer four questions on a given stimulus
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students to look at their previous postcard writing. She asks them if they are satisfied with their marks. b) Next, she asks the students to identify their errors and if they can’t, the teacher writes down some of the students’ errors. She also shows to them how to correct the errors. c) After that, she shows a sample postcard and how it looks like. The postcard is distributed around the class to enable the students to have a closer look and to read the message on it. d) Before the second lesson begins, the teacher gives the students a sample answer for the previous task.  They are to take this down into their exercise books. e) Next, the teacher readies her materials to be used to assess the students’ ability to interact with an examiner for a mock oral English assessment. This is done to prepare students for the PT3 Oral English Assessment which will take place in August. f) For this, she calls students randomly and the student is shown a picture. Two minutes are given for him or her to study the picture before the teacher asks the first question. The student has to answer four questions before the teacher awards the final mark. The process is repeated with the next student. The assessment is carried out until the lesson finishes. If it is not completed, it will be continued during Friday’s lesson.
REFLECTION	This lesson was not completed. The teacher had to use this one period to explain to the 3A students the assessment of listening and speaking tests for PT3.

DATE/DAY	24.07.2014 (Thursday)
CLASS	IL
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Plural nouns with plural verbs
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) match plural nouns and plural verbs by filling in blanks
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students on what they have learned on Wednesday. They are expected to say that they learned about singular nouns and singular verbs. b) Next, the teacher introduces the second rule for subject verb agreement. The teacher will teach the students that plural nouns must be matched with plural verbs. e) For this, the teacher gives a few examples and encourages the students to give examples while the teacher will write down on the board. f) After that, the teacher gives a simple exercise where students are to choose answers from a box in order to fill in blanks that will test their understanding of plural nouns with plural verbs. g) At the end of the given time, the teacher checks and corrects any errors. h) Before the end of the lesson, the teacher asks the students to repeat what they have learned in the class.
REFLECTION	This lesson was completed. The students were able to complete the blanks with suitable plural nouns and plural verbs given in the box.

DATE/DAY	25.07.2014 (Friday)
CLASS	1A
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Simple past tense
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) use the correct form of verbs (action verbs or verbs to be) in brackets in order to complete sentences
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher revises the previous lesson with the students especially with singular non-count nouns. b) Then, she gives them an exercise on the board to be taken down in their exercise books. They are to identify the best verb which is to use either action verb or verb to-be. c) The students are told to complete this exercise in the class as they are given 10 minutes to answer on their own. d) At the end of the time, the teacher reads out the answers and the students mark their own work. e) Before the lesson ends, the teacher explains why errors are made and how to avoid making the same errors.
REFLECTION	This lesson was half completed. The reason is the students did not have the time to complete the exercise in the class. Therefore, the teacher will check their work after the holidays. However, she had the time to explain how to do the exercise. It was found out that most of them were not too sure how to use verbs to-be such as is, are, was and were. More exercise on how to use verbs to-be will be given in the future.

DATE/DAY	25.07.2014 (Friday)
CLASS	3N
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Oral English Assesstment – Mock Test
TOPIC	Individual assessment
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) answer questions using full sentences that are grammatically correct b) pronounce words clearly using the correct intonation and pronunciation
LEARNING EMPHASIS	Verbal intelligence
INSTRUCTIONAL PROCEDURES	a) The teacher explains the do’s and the don’ts for the oral assessment before beginning. Students are to answer three or four questions. b) Then, the teacher begins with the first person by selecting students randomly. The student is given 2 minutes to study a picture before the teacher asks 3 or 4 questions. The students are to answer each question using a full sentence which is grammar-free and also to pronounce each word correctly as well as clearly. c) Once the student finishes his or her session, the teacher awards marks. This process is repeated with other students. d) Before the lesson ends, the teacher reminds the students to be ready for another oral test on Tuesday and Thursday next week.
REFLECTION	This lesson was not completed. The teacher only had the opportunity to test 3 students. The rest were very reluctant to try. The teacher also had to explain how to answer her questions before they were tested. Most used single word answers as they could not construct complete sentences in their responses.

DATE/DAY	25.07.2014 (Friday)
CLASS	3A
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	Oral English Assessment – Mock Test
TOPIC	Individual assessment
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) answer questions using full sentences that are grammatically correct b) pronounce words clearly using the correct intonation and pronunciation
LEARNING EMPHASIS	Verbal intelligence
INSTRUCTIONAL PROCEDURES	a) The teacher explains the do’s and the don’ts for the oral assessment before beginning. Students are to answer three or four questions. b) Then, the teacher begins with the first person by selecting students randomly. The student is given 2 minutes to study a picture before the teacher asks 3 or 4 questions. The students are to answer each question using a full sentence which is grammar-free and also to pronounce each word correctly as well as clearly. c) Once the student finishes his or her session, the teacher awards marks. This process is repeated with other students. d) Before the lesson ends, the teacher reminds the students to be ready for another oral test on Tuesday and Thursday next week.
REFLECTION	This lesson was not completed. The teacher tested 10 out of 34 students. The highest mark was a 20 over 20. Most of the students’ responses were clear but they need to improve their fluency and increase the variety of vocabulary used in their answers.