RPH MINGGU 33

RANCANGAN PENGAJARAN HARIAN

            MATA PELAJARAN: BAHASA INGGERIS

 

MINGGU 33

 

DATE/DAY	11.08.2014 (Monday)
CLASS	3A
TIME	1.25 – 2.35 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	There are no learning objectives for this day
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	a) The PT3 English Oral Test begins today for the 3A students from 1.00 – 6.00 pm at the Access Room. b) The teacher and Mr. Adrick Achang will assess individual students.
REFLECTION	The assessment was completed for 27 students. Seven students could not attend the assessment and will be assessed on Tuesday next week.

 

DATE/DAY	11.08.2014 (Monday)
CLASS	1L
TIME	5.10 – 5.45 pm
SUBJECT	English
UNIT	None
TOPIC	None
LEARNING OBJECTIVES	There are no learning objectives for this day
LEARNING EMPHASIS	None
INSTRUCTIONAL PROCEDURES	a) The PT3 English Oral Test begins today for the 3A students from 1.00 – 6.00 pm at the Access Room. b) The teacher and Mr. Adrick Achang will assess individual students. c) A sit in teacher is assigned to enter this class during the Oral Test.
REFLECTION	No lesson was conducted at this class as the teacher was involved as an internal examiner for the PT3 English Oral Test.

 

DATE/DAY	12.08.2014 (Tuesday)
CLASS	1L
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Subject verb-agreement: simple present tense
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) fill in blanks with the correct singular verbs b) fill in blanks with the correct singular nouns
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to explain what they have learned on Friday last week. They are expected to say that they learned how to use verbs to-be such as was and were. b) For the day’s lesson, the teacher explains that they will do more exercises on plural and singular items but with more focus on simple present tense. She explains what simple present tense means by giving some examples on the board. c) Then she asks the students to give her some verbs. It can be either singular or plural. The teacher illustrates on the board what she means by simple present tense by using the given verbs to write short and simple sentences. The teacher explains each sentence by relating them to the idea that they describe events that are happening in the present time. d) The teacher then tells them that words such as ‘always’, ‘often’, ‘never’, ‘rarely’, ‘seldom’ and ‘sometimes’ are cues that signal the usage of present tense apart from looking at the verbs. e) The teacher adds these words to the earlier sentences on the board in order to make it clearer to the students. f) Next, she gives them a simple exercise where they are to fill in blanks with the correct verbs. She gives them 15 minutes to do this on their own. g) At the end of the time, the teacher gets students to write down their answers on the board. She checks their work and corrects any errors. h) Before the end of the class, she asks them to define what simple present tense means.
REFLECTION	This lesson was completed. The students were still confused as to when to use singular and plural verbs. After much explanation by the teacher, they were finally able to answer more confidently without any hesitations. The teacher aims to give more exercises to ensure that they will be able to give correct answers all the time.

 

 

DATE/DAY	12.08.2014 (Tuesday)
CLASS	1A
TIME	4.35 – 5.10 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Countable Nouns
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) fill in blanks with the correct answers
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students what they have learned throughout last week. They are expected to say that the teacher has taught them a topic on uncountable nouns. b) Next, she writes on the board some words to describe quantities and asks them to identify which words or phrases can be used to describe uncountable nouns. The students say the words and the teacher circles them. Then, she identifies which ones are correct. The ones that are left on the board are supposed to be words or phrases that are used to describe countable nouns. c) After that, the teacher asks the students what countable nouns mean and gets some examples of these from them. d) Next, she gives them a simple exercise where they are to fill in blanks using these words that define the quantity of countable nouns. e) This exercise is given as homework and will be checked again during Wednesday class.
REFLECTION	No lesson was conducted at this class as the teacher was involved as an internal examiner for the PT3 English Oral Test.

 

DATE/DAY	12.08.2014 (Tuesday)
CLASS	3A
TIME	5.45 – 6.20 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) This lesson begins by getting the students to revise the previous PT3 module that the students have done in class. The focus of the lesson is on error identification exercise which the students have done poorly. b) The teacher explains that a numbered sentence is where the error occurs and the corresponding answer for the error must be written on the same line with the wrong sentence. The teacher illustrates how this is done which the students were confused about as this was one of their mistakes. c) Error identification will involve knowledge of grammar such as simple present tense, simple past tense, the continuous tenses, past participle, past perfect and prepositions to name a few. d) The students are assigned another error identification exercise in Module 5 as homework which they will complete at home before submitting their work.
REFLECTION	No lesson was conducted at this class as the teacher was involved as an internal examiner for the PT3 English Oral Test.

 

DATE/DAY	13.08.2014 (Wednesday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Countable nouns
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) change singular countable nouns to their plural forms b) fill in blanks with the correct expressions of quantity for countable nouns
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) This lesson begins with the teacher asking the students what they have learned during Tuesday lesson. The students are expected to say that they learned about plural forms of countable nouns. b) Next, the teacher continues the giving of notes on how to change singular countable nouns to their plural forms. c) Once this is done, she gives them two exercises to be taken down into their exercise books. The first is identifying errors in sentences and correcting them. The second is filling in blanks with the correct expression of quantities. They are given 20 minutes to do this on their own. d) At the end of the time, the teacher calls students to write down the answers on the board. Then, the teacher checks for any errors and explains if students make any mistakes. e) Before the end of the lesson, the teacher tells the students that they will be taught on the topic of simple past tense.
REFLECTION	No lesson was conducted at this class as the teacher was involved as an internal examiner for the PT3 English Oral Test.

 

 

DATE/DAY	13.08.2014 (Wednesday)
CLASS	1L
TIME	4.00- 5.10 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Subject verb-agreement: simple present tense
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) fill in blanks with the correct singular verbs b) fill in blanks with the correct singular nouns
LEARNING EMPHASIS	Drilling on previously learned structures
INSTRUCTIONAL PROCEDURES	a) The teacher gives the students further exercises on simple present tense in order to drill them on this structure. b) A fill-in-the-blank exercise is given on the board and students are to take this down into their books. c) They are given 20 minutes to do this on their own. At the end of this time, the teacher calls some students to write their answers. Then, the teacher checks and corrects any errors. d) Before the class ends, the teacher tells them that they are going to learn about a tense that describes events in the past. She asks them if they know what this tense is.
REFLECTION	No lesson was conducted at this class as the teacher was involved as an internal examiner for the PT3 English Oral Test.

 

DATE/DAY	13.08.2014 (Thursday)
CLASS	3N
TIME	5.10 – 6.20 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	No lesson was conducted at this class as the teacher was involved as an internal examiner for the PT3 English Oral Test.

 

 

DATE/DAY	14.08.2014 (Thursday)
CLASS	1A
TIME	12.50 – 2.00 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Simple past tense
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) fill in blanks with the correct form of past tense verbs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to identify what simple past tense means. They are expected to say that it is a tense used to describe events that have happened in the past. b) The teacher asks the students to give her examples of past tense verbs. She writes their answers on the board. c) Next, the teacher gives her own examples of other past tense verbs that have a different characteristic than the ones that the students give. She highlights the variety of simple past tense verbs in a table which the students take down into their exercise books. d) After that, she gives them two exercises where the students fill in blanks with the most suitable simple past tense verbs. She gives them  15 minutes to complete this individually. e) At the end of this time, she calls students to write their answers on the board. She checks their work after that and discusses any errors. f) Before the lesson ends, she asks the students to identify several characteristic of simple past tense verbs.
REFLECTION	No lesson was conducted at this class as the teacher was involved as an internal examiner for the PT3 English Oral Test.

 

DATE/DAY	14.08.2014 (Thursday)
CLASS	3N
TIME	3.25 – 4.35 pm
SUBJECT	English
UNIT	Revision for PT3
TOPIC	Error Identification and Information Transfer
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the correct error in a sentence b) write the correct answer for the error in a sentence c) transfer information from a text to a diagram or a chart
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to open their PT3 English revision workbook for she needs to check previously done error identification exercise in Module 5. The teacher writes down the answers while the students check their answers. b) Next, the teacher moves on to 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	No lesson was conducted at this class as the teacher was involved as an internal examiner for the PT3 English Oral Test.

 

DATE/DAY	14.08.2014 (Thursday)
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 before submitting their books on Friday.
REFLECTION	No lesson was conducted at this class as the teacher was involved as an internal examiner for the PT3 English Oral Test.

 

 

DATE/DAY	14.08.2014 (Thursday)
CLASS	IL
TIME	5.45 – 6.20 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Simple past tense
LEARNING OBJECTIVES	Mastery learning
LEARNING EMPHASIS	At the end of this lesson, students should be able to: a) fill in blanks with the correct form of past tense verbs
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students what they have learned during Wednesday lesson. They are expected to say that they learned about simple present tense. b) The teacher explains that there is another tense that is used to describe events that have happened. It is called simple past tense. The teacher illustrates what this means by writing down a few examples of verbs in the simple present tense and their past tense counterparts. The teacher stresses on the ‘ed’ endings for each past tense verbs. c) Next, she gives them a simple fill-in-the-blank exercise for the students to complete in the class for about 10 minutes. d) At the end of this time, she calls some students to write down their answers on the board. She checks their work and explains if there are any errors. e) Before the class ends, she asks the students to name the tense used to describe events that have happened.
REFLECTION	No lesson was conducted at this class as the teacher was involved as an internal examiner for the PT3 English Oral Test.

 

DATE/DAY	15.08.2014 (Friday)
CLASS	1A
TIME	2.35 – 3.10 pm
SUBJECT	English
UNIT	Grammar
TOPIC	Simple past tense - revision
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) fill in blanks with the most suitable past tense verbs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher gives the students further exercises on simple past tense in order to drill them on this structure. b) A fill-in-the-blank exercise is given on the board and students are to take this down into their books. c) They are given 20 minutes to do this on their own. At the end of this time, the teacher calls some students to write their answers. Then, the teacher checks and corrects any errors. d) Before the class ends, the teacher tells them that they are going to learn how to construct simple sentences using simple present tense
REFLECTION	No lesson was conducted at this class as the teacher was involved as an internal examiner for the PT3 English Oral Test.

 

DATE/DAY	15.08.2014 (Friday)
CLASS	3N
TIME	4.00 – 5.10 pm
SUBJECT	English
UNIT	Revision for PT3
TOPIC	Comprehension questions (question 3 of written test)
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) lift answers from the reading text in order to answer the comprehension text
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher explains that this section requires the students to read the text and to use information from the text to answer some comprehension questions. b) She also explains that students can lift words or phrases or even sentences from the text in order to answer the questions. So the teacher reads the text and explains what it means c) Then, she tells the students to answer the first question. She gives them 5 minutes to do this on their own. At the end of this time, she asks them to read out the answer even if it is wrong. She tells them to write down the whole sentence if they do not know how to shorten the sentence. The teacher will award mark if the answer is embedded in the sentence. d) After this, she tells them to complete the rest of the questions on their own. They are given 15 minutes to do this on their own before the teacher reads out the answers. e) Once they are done, she tells them to read out their marks. f) After this is done, the teacher proceeds to the question on writing a postcard.
REFLECTION	No lesson was conducted at this class as the teacher was involved as an internal examiner for the PT3 English Oral Test.

 

 

DATE/DAY	15.08.2014 (Friday)
CLASS	3A
TIME	5.10 – 6.20 pm
SUBJECT	English
UNIT	Revision for PT3 – workbook
TOPIC	a) Error identification (Module 5) and Information Transfer (Module 4) b) Comprehension text and postcard writing (Module 5)
LEARNING OBJECTIVES	At the end of this lesson, students should be able to: a) identify the correct error in a sentence and write the correct answer for the error b) transfer information from a text to a chart
LEARNING EMPHASIS	Revision of previous assignments
INSTRUCTIONAL PROCEDURES	a) The teacher tells the students to refer to the previously done exercises on error identification, information transfer and comprehension text as the teacher will read the answers. The students are to mark their own work. b) Then, she tracks who gets the highest and average scores for each of the exercises. She also identifies the hardest question which scores the highest number of errors done by the students. c) Before the lesson ends, she instructs them to hand in all of their workbooks where the teacher will mark their work on the postcard writing exercise.
REFLECTION	No lesson was conducted at this class as the teacher was involved as an internal examiner for the PT3 English Oral Test.