RANCANGAN
PENGAJARAN HARIAN
MATA PELAJARAN: BAHASA INGGERIS
MINGGU
35
|
DATE/DAY
|
25.08.2014
(Monday)
|
|
CLASS
|
3N
|
|
TIME
|
12.50
– 2.00 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Revision
for PT3
|
|
TOPIC
|
Error Identification
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
identify errors correctly in a sentence in order to get 1 mark
b)
correct the errors correctly in order to get 1 more mark
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher tells the students to get their PT3 English revision workbook for
a lesson on error identification.
b)
The teacher explains that this will be the first question that they need to
complete in the written test.
c)
The teacher also explains that they need to identify the correct error in
order to get 1 mark and correct the error in order to get another 1 mark.
Both error and correction marks will be added up before dividing it with two
in order to get the average mark which is upon 10 marks.
d)
The teacher shows how this is done on the board. She writes down three
sentences on the board and shows how to identify the error and how to correct
them. She stresses on the importance of writing the correction on the same
line with the error.
e)
Then, the students are told to attempt the first exercise for Module 6. They
are given 20 minutes to read and to identify the errors as well as to correct
the errors.
f)
At the end of this time, the teacher writes down the answers on the board
while the students are to check their work. If students do not understand how
an error is corrected, the teacher will explain further.
g)
Once the students understand how this is done, she tells them to attempt the
second error identification exercise in Module 5 on their own. This exercise is to be completed
individually before the teacher checks their answers.
|
|
REFLECTION
|
This
lesson was not completed yet. The reason was the students could not identify
even one error in the short text. Hence, the teacher could not even assign
them to do another error identification exercise in Module 5. She had to
teach them the grammar items before the students could identify the first
error on their own. This question proves to be the hardest for the 3N
students.
|
|
DATE/DAY
|
25.08.2014
(Monday)
|
|
CLASS
|
1L
|
|
TIME
|
2.35
– 3.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Revision of simple present tense and
subject verb-agreement
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
fill in blanks with the correct singular or plural verbs
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher begins the lesson with a revision of what are singular and plural
nouns as well as verbs. She also asks the students when to use singular and
plural verbs in a sentence. She tells them to give the two rules for subject
verb-agreement.
b)
Once this is done, the teacher asks the students to take down a set of
exercise where they are to fill in blanks with the correct singular or plural
verbs. They are to identify which nouns are singular or plural before
assigning the correct verbs. They are given 10 minutes to do this on their
own.
c)
At the end of this time, the teacher calls some students to write down their
answers on the board. She checks for any errors and explains to the students
if they have made any errors.
d)
Before the lesson ends, she reminds them to bring their books again for more
revision of subject verb-agreement.
|
|
REFLECTION
|
This
lesson was completed. However, the teacher found out that almost all of the
students have forgotten what they have learnt in previous lessons. Hence, the
next lesson will still focus on subject verb-agreement.
|
|
DATE/DAY
|
25.08.2014
(Monday)
|
|
CLASS
|
1A
|
|
TIME
|
5.10
– 5.45 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Simple past tense
Past Continuous tense
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
construct simple sentences with five or six words
b)
construct sentences using simple past tense
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
Before the teacher begins the lesson, the teacher asks the students to tell
her what they have learnt about simple past tense. They are expected to say
that it is a tense used to describe events that have happened in the past.
b)
The teacher explains that they will learn about past continuous tense during
this lesson. She explains how it differs from simple past tense. She gives
examples of sentences in a table with two columns. The teacher writes down
the structure for using past continuous tense.
c)
Next, she assigns the students with a simple task. They are to write 12
simple sentences that contain at least six words. Their sentences must be
written using simple past tense.
d)
Before the lesson ends, the teacher reminds the students to complete this
task before she moves on to more exercises on past continuous tense.
|
|
REFLECTION
|
This
lesson was completed. The teacher found out that students rarely used past
continuous tenses in their writing. Hence, the students learnt something new
about the structures for past continous tense. The given exercise was also
quite easy for them as most of them managed to write at least 5 sentences
before the lesson ended.
|
|
DATE/DAY
|
25.08.2014
(Monday)
|
|
CLASS
|
3A
|
|
TIME
|
4.35
– 5.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Revision
for PT3
|
|
TOPIC
|
Information Transfer
|
|
LEARNING
OBJECTIVES
|
At
the end of the lesson, students should be able to:
a)
identify the correct main ideas
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher comments on students’ previously completed information transfer
question in Module 6 where some students failed to include the correct main
ideas and arranged them wrongly by skipping a few important details.
b)
The teacher highlights the importance of analyzing the correct steps where
steps must not be repeated or left behind.
c)
To get the students to understand how to excel in this question, she gets
them to complete on the second information exercise in Module 5. They are
given 15 minutes to do this on their own.
d)
At the end of this time, the students are told to check their answers as they
listen to the teacher reading out the answers.
e)
They are to identify why they can’t get a full 10 marks for this section if
they have done any errors. For those who had gotten the 10 marks, they are to
tell their friends how they did it.
f)
Before the lesson ends, the teacher assigns another information transfer
question in Module 4 which the students have to complete at home.
|
|
REFLECTION
|
This
lesson was completed. The teacher introduced how to identify the correct
sequence and to write answers short but still consisting of the main ideas.
The teacher will check students’ work for Module 4.
|
|
DATE/DAY
|
26.08.2014
(Tuesday)
|
|
CLASS
|
1L
|
|
TIME
|
12.50
– 2.00 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Subject verb-agreement
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
fill in blanks with the correct singular or plural verbs
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
In order to help the students to do better in this task, the teacher has
decided to give more remedial exercises in the form of filling in blanks. She
gives them further exercises on the board.
b)
The students are to take down these exercises into their books and to
complete them on their own for 15 minutes.
c)
Then, the teacher asks some students to write down their answers on the
board. She later checks their answers and explains why some answers are
wrong.
d)
Before the lesson ends, she reminds them that they will learn about simple
past tense in the next lesson.
|
|
REFLECTION
|
This
lesson was completed. The students were made to memorize the two rules for
subject verb-agreement before attempting the exercises. However, not all of
them could give the correct answers. When tested orally, some of the students
get confused by giving the wrong answers. The last exercise, however, was
given as homework where students have to write their own answers in order to
fill in blanks. The teacher has asked 3 students to try fill in 3 blanks but
it proved quite difficult for them as they have very limited vocabulary. The
teacher will check this exercise by asking them to write their answers on the
board which will be further discussed on Wednesday.
|
|
DATE/DAY
|
26.08.2014
(Tuesday)
|
|
CLASS
|
1A
|
|
TIME
|
2.00
– 3.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Simple past tense and past
continuous tense
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
fill in blanks with either simple past tense or past continuous tense
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher starts the lesson by asking the students to give her the two
structures for writing sentences using past continuous tense. The students
are expected to give a) was + verb + ing b) were + verb + ing.
b)
Next, she tells them to take down two exercises into their exercise books.
The first is to fill in blanks with simple past or past continuous form of
the verbs in brackets while the second is to rewrite sentences using the
simple past or past continuous tense of the verbs
|
|
REFLECTION
|
Instead
of giving some filling in the blanks and rewriting sentences, the teacher has
decided to get students to learn how to write sentences using past continuous
and simple past tenses. She explained three types of sentences where all of
the sentences must have a past continuous tense in the first half followed by
a simple past in the second half. The students were told to construct 5
simple sentences to show all of these three structures. The teacher will
check their work again during Wednesday lesson.
|
|
DATE/DAY
|
26.08.2014
(Tuesday)
|
|
CLASS
|
3A
|
|
TIME
|
4.35-
5.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Revision
for PT3
|
|
TOPIC
|
Comprehension questions and writing
an e-mail
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
identify true or false statements from a given text
b)
answer four comprehension questions using information from a given text
c)
write an e-mail of about 50 words about online learning
|
|
LEARNING
EMPHASIS
|
Learning
how to learn
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher asks the students if they know anything about online learning. If
the students have some or little knowledge about this topic, the teacher
tells them to open their workbooks to Module 3 where they are to answer a few
comprehension questions and write an e-mail about online learning.
b)
The teacher reads this short text and explains to the students what they have
just listened.
c)
Next, she tells them to discuss the questions for the comprehension section
by asking the students to answer impromptu. The teacher guides them to select
the best answer. Then, the students fill in the blanks with the correct
answers.
d)
After that, the teacher directs their attention to the e-mail writing
exercise. The teacher asks the students to underline the benefits of online
learning in the text and to use all of the points in their e-mail.
e)
The teacher assigns this exercise as homework for the students to complete at
home. They will submit their workbooks on Wednesday to be checked by the
teacher.
|
|
REFLECTION
|
This
lesson was half completed. The teacher has decided to focus on the e-mail
writing exercise as she needed some time to explain the given text to the
students before they could write a 50-word e-mail. The first exercise on the
comprehension questions will be attempted at another lesson. The e-mail
writing exercise was given as homework which the students will hand in on Friday.
|
|
DATE/DAY
|
27.08.2014
(Wednesday)
|
|
CLASS
|
1A
|
|
TIME
|
12.50
– 2.00 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Simple Past Tense and Past
Continuous Tense
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
fill in blanks with either a simple past or past continuous tense
b)
rewrite sentences using either a simple past or past continuous tense
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher asks the students to tell her what they have learned in previous
lesson. They are expected to say that they learned how to construct simple
sentences using simple past and past continuous tenses.
b)
Before she gives more remedial exercises, she reads a few sentences that the
students have constructed in previous exercise. She wrote these sentences on
the board and corrects any errors. She explains why there are errors in the
sentences.
c)
Next, she tells them to take down two exercises into their exercise books.
The first is to fill in blanks with either a simple past or past continuous
tense using verbs given in brackets. The second exercise requires students to
rewrite sentences using simple past or past continuous tense using verbs
given in brackets.
d)
These exercises are to be completed individually as homework which the teacher
will check during Friday lesson.
|
|
REFLECTION
|
This
lesson was completed. The students asked when to use simple past and past
continuous tense as they found it hard to determine which tense to be used to
complete the two exercises. So the teacher explained further. She also
reminded them that the rule of applying these two tenses depend on the
sentences where the students need to study which action requires a long time
to complete.
|
|
DATE/DAY
|
27.08.2014
(Wednesday)
|
|
CLASS
|
1L
|
|
TIME
|
3.25
– 4.00 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Subject verb-agreement
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
fill in blanks with either singular or plural verbs
b)
fill in blanks with either singular or plural nouns
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher gets students to take out their exercise books in order to revise
previous exercise which was not completed in the class. She discusses the
answers with the students by asking them to write their answers on the board.
She checks and explains why there are errors (if there are any).
b)
Next, the teacher gives further remedial exercise to help the students master
the ability to identify suitable singular or plural verbs. The first exercise
is to fill in blanks with suitable singular or plural verbs using verbs given
in brackets. The second exercise requires them to choose suitable singular or
plural nouns using the given verbs in sentences.
c)
They are given some time to do this on their own. Once they are done, the
teacher calls some students to write their answers on the board. She checks
their work and does the correction on the board.
d)
Before the class ends, the teacher tells them to recite the two rules for
subjects to agree with verbs.
|
|
REFLECTION
|
This
lesson was not fully completed. The previous exercise was completed. But some
of the students still made mistakes. So the teacher gave them two more
exercises which the students were told to complete at home as homework. The
teacher will check this exercise during Thursday lesson.
|
|
DATE/DAY
|
27.08.2014
(Wednesday)
|
|
CLASS
|
3N
|
|
TIME
|
4.00
- 5.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Revision
for PT3
|
|
TOPIC
|
Error Identification
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
identify errors correctly in a sentence in order to get 1 mark
b)
correct the errors correctly in order to get 1 more mark
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher tells the students to get their PT3 English revision workbook for
a lesson on error identification again as they were very weak in identifying
the errors in previous lesson.
b)
The teacher explains again that they need to identify the correct error in
order to get 1 mark and correct the error in order to get another 1 mark.
Both error and correction marks will be added up before dividing it with two
in order to get the average mark which is upon 10 marks.
d)
The teacher shows how this is done on the board. She writes down three
sentences on the board and shows how to identify the error and how to correct
them. She stresses on the importance of writing the correction on the same
line with the error.
e)
Then, the students are told to attempt the first exercise for Module 5. They
are given 20 minutes to read and to identify the errors as well as to correct
the errors.
f)
At the end of this time, the teacher writes down the answers on the board
while the students are to check their work. If students do not understand how
an error is corrected, the teacher will explain further.
g)
Once the students understand how this is done, she tells them to attempt the
third error identification exercise in Module 4 on their own. This exercise is to be completed
individually before the teacher checks their answers.
|
|
REFLECTION
|
This
lesson was completed. The error identification exercise proves to be the
hardest task after writing essays for these students. They depended heavily
on the teacher to help them identify errors in Module 6 and Module 5. The
teacher will check their work for Module 4 in the coming class.
|
|
DATE/DAY
|
28.08.2014
(Thursday)
|
|
CLASS
|
3N
|
|
TIME
|
12.50
– 2.00 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Revision
for PT3
|
|
TOPIC
|
Information Transfer
|
|
LEARNING
OBJECTIVES
|
At
the end of the lesson, students should be able to:
a)
identify the correct main ideas
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
In this lesson, the teacher introduces the second question in the written
test which is information transfer. The teacher explains that they will need
to read the text before identifying the main ideas which will be used to fill
in a diagram, a chart or a table.
c)
For this exercise, the teacher reads out the short text in Module 6 and
explains what it means. Then, she also reads out the instructions and explains
what kind of ideas the students should look out for.
d)
The teacher illustrates how this is done with the first point. The students
are then told to complete this exercise on their own for about 15 minutes.
e)
At the end of this time, the teacher reads out the answers while the students
check.
f)
Before the lesson ends, the teacher assigns another information transfer
exercise in Module 5. She reads out the text and explains what they must do.
They will do this on their own before the teacher checks their work during
Friday lesson
|
|
REFLECTION
|
This
lesson was completed. The first information transfer exercise was quite easy
as it dealt with process and procedure. The task was made slightly easier for
them as there were sequence connectors to help them identify the sequence. The
teacher has assigned the exercise in Module 5 as homework which the teacher
will check during Friday lesson.
|
|
DATE/DAY
|
28.08.2014
(Thursday)
|
|
CLASS
|
3A
|
|
TIME
|
2.00
– 3.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Writing
|
|
TOPIC
|
Recount:
A robbery at a park
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students will be able to:
a)
construct sentences using simple past tense and past continuous tense
b)
write a 6 paragraph essay on the recount
c)
describe people and situations using adjectives and adverbs
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher asks the students if they have ever witnessed a robbery. The
teacher expects the students to say either no or yes. If their answer is yes,
they are encouraged to share their experiences with their friends.
b)
Then, the teacher asks them to imagine the feeling of being threatened by a
stranger whose intention is to steal one’s money or belongings. The teacher
listens to the students as they give words to describe emotions. The teacher
then adds to this list by writing all of these on the board.
c)
Next, the teacher tells the students to turn to a page in their workbooks
where they will be asked to write a 6-paragraph essay on a recount of a
robbery at a park. The teacher reads the question for the students and gets
them to study the pictures. They are then asked to contribute ideas about the
pictures.
d)
After this, the teacher gives them a layout for the essay by outlining the
main ideas for each paragraph. She also reminds them that they are to use
suitable adjectives and adverbs in their sentences.
e)
The teacher assists the students by asking them to share their ideas for the
introduction. She writes down some of the words which may be used to begin
the first sentence.
f)
The teacher tells them to write their own introduction and complete this
essay on their own at home.
|
|
REFLECTION
|
This
lesson was completed. The students had never experiences this situation
before but it helped them to think when the teacher decided to share with
them her own experienced of getting mugged. This helped to trigger important
ideas related to this topic. They were told to complete this exercise at home
as part of revision for the coming PT3 Trial examination.
|
|
DATE/DAY
|
28.08.2014
(Thursday)
|
|
CLASS
|
1L
|
|
TIME
|
4.35
– 5.45 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Subject verb-agreement
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
fill in blanks with the most singular or plural verbs
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher checked students’ work on Wednesday which was not completed yet.
She called some students to write their answers on the board before checking
them.
b)
Next, the teacher taught them how to construct simple sentences using simple
present tense. She draws a table with three columns and gives examples of
simple sentences using subjects, verbs and objects. The simple sentences will
have about three or four sentences.
c)
After that, the teacher gets the students to fill in a table with three
columns. She gives them some words to help them fill in the table. They are
given 10 minutes to do this on their own.
d)
At the end of the time, the teacher calls some students to write their simple
sentences.
e)
Then, the teacher checks each simple sentence and corrects them if there are
any errors.
f)
Before the lesson ends, the teacher tells the students to repeat the two
rules for subjects to agree with verbs.
|
|
REFLECTION
|
This
lesson was not conducted. The teacher has decided to conduct a quiz on
electrical gadgets and road signs as part of revision on two chapters taught
from the OPS textbook. The students had difficulties in spelling words such
as vacuum cleaner, road humps, U-turn and pedestrian lane. The class was
divided into two groups – boys versus girls. The girls won this quiz. The
teacher will give away the prize on Tuesday next week.
|
|
DATE/DAY
|
29.08.2014
(Friday)
|
|
CLASS
|
1A
|
|
TIME
|
3.10
- 3.45 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Grammar
|
|
TOPIC
|
Simple
Past Tense and Past Continuous Tense
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
identify which sentence is correct or not
b)
correct wrong sentences by using simple past and past continuous correctly in
sentences
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
|
a)
The teacher checks students’ work by telling them to provide answers for the
two previous exercises that were given on Wednesday.
b)
Once this is done, the teacher gives them the last exercise for the topic
which is error identification. The students are to identify which sentences
are wrong or right. If they are wrong, the students are to rewrite the
errors.
c)
This exercise is checked in class once the students have completed it.
d)
Before the lesson ends, the teacher reminds the students to be ready to do
essay writing exercises in preparation for the final year examinations.
|
|
REFLECTION
|
This
lesson was not conducted. The teacher has decided to check and discuss
Wednesday’s exercise which was on simple past and past continuous. The
teacher found out that the students had difficulties identifying which action
lasts longer than the other one and which requires it to be described using
past continuous tense. The teacher explained the exercise further and this
did not allow her to give the last exercise on this topic.
|
|
DATE/DAY
|
29.08.2014
(Friday)
|
|
CLASS
|
3A
|
|
TIME
|
4.00
– 5.10 pm
|
|
SUBJECT
|
English
|
|
UNIT
|
Literature
|
|
TOPIC
|
The novel: Around The World In 80
Days – Describe a theme in the novel
|
|
LEARNING
OBJECTIVES
|
At
the end of this lesson, students should be able to:
a)
elaborate three examples of situations that show a chosen theme in the novel
by identifying evidence from the novel
b)
construct sentences using simple present tense
c)
write in five paragraphs
|
|
LEARNING
EMPHASIS
|
Mastery
learning
|
|
INSTRUCTIONAL
PROCEDURES
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a)
The teacher informs the students that they will learn to answer a new type of
question as part of revision for the trial examinations. She writes the question
for discussion on the board and tells them to identify the key words in the
question. The students are expected to say that they are to write about one
theme of the novel.
b)
Then, the teacher asks them to identify several themes of the novel. Some of
the possible ones are such as friendship, perseverance, love and adventure.
For the purpose of revision, the teacher has decided to work on the theme of
perseverance.
c)
In order to help students to identify situations that illustrate
perseverance, she defines the meaning of the word perseverance. She gives
them 5 minutes do think of three examples in the novel that show this theme.
d)
Next, the students are invited to share their answers with the teacher. She
lists down their answers and chooses three best situations that the students are
very familiar with.
e)
She lays these out clearly for them in the form of a mind map where the main
ideas, elaborations and examples are given in note forms.
f)
Then, the teacher calls some students to give sentences for the introduction,
the three content paragraphs and also the conclusion.
g)
The students are told to take the essay into their exercise books and are
reminded to do their revision for the exam based on this essay.
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REFLECTION
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This
lesson was completed. However, instead of giving the students time to write
on their own in class, the teacher has decided to speed things up by doing
most of the mind map and the writing of the essay. Most of the time was spent
of getting students to brainstorm ideas for the essay which was time
consuming as they were not too sure of the three main ideas for the essay.
The teacher had to give 2 out of 3 main ideas and helped them to construct
the elaborations. Before the class ended, the students copied the sample
essay.
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