RPH MINGGU 8

RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS, GEOGRAFI & P.MORAL

 

MINGGU 8

 

TARIKH	18.02.2013 (ISNIN)
KELAS	2F/2G
MASA	12.50 – 2.00 PM
SUBJEK	PENDIDIKAN MORAL
TAJUK	NILAI-NILAI YANG BERKAITAN DENGAN PERKEMBANGAN DIRI (Rasional)
TUJUAN	Mendedahkan pelajar kepada kepentingan membuat pertimbangan yang wajar sebelum mengambil sesuatu keputusan atau membuat sesuatu tindakan
BBM	Buku teks
OBJEKTIF P&P	Memberikan faktor-faktor yang menyebabkan perlakuan salah laku remaja dan kesan perlakuan salah laku terhadap diri sendiri, keluarga dan masyarakat
HASIL P&P	Menyatakan keputusan yang rasional setelah menimbangkan pelbagai faktor
PENERAPAN NILAI	Nilai Rasional
AKTIVITI	a) Guru memulakan pelajaran dengan menyoal pelajar tentang kegiatan mereka semasa cuti sempena Tahun Baru Cina yang lepas. Guru mendengar jawapan pelajar. b) Kemudian guru bertanya sama ada mereka ada mengambil peluang semasa cuti untuk mengulangkaji pelajaran sebagai persediaan untuk ujian pertama yang akan diadakan tidak lama lagi. Jika jawapan pelajar ialah ya, maka guru akan memberi komen bahawa ia adalah tindakan yang wajar. Jika jawapan pelajar ialah tidak, maka guru akan menyatakan bahawa tindakan itu adalah tidak wajar. c) Guru terus pergi ke buku teks untuk membincangkan satu keadaan di sekolah di mana pelajar terlibat dalam perlakuan salah laku. Soalan-soalan ditanya oleh guru untuk mendapatkan respon pelajar mengenai faktor-faktor yang menyebabkan pelajar terlibat dan kesan-kesan perbuatan tersebut. Ini dilakukan secara lisan. d) Kemudian, guru menerangkan bahawa membuat pertimbangan yang wajar adalah ciri nilai rasional. e) Selepas itu, guru memberikan 2 soalan kefahaman untuk menguji kefahaman pelajar mengenai faktor dan kesan perbuatan salah laku remaja. f) Sebelum kelas ditamatkan, guru meminta pelajar menyatakan sekali lagi maksud nilai rasional.
REFLEKSI	Hanya 4 orang pelajar boleh memberikan faktor dan kesan perbuatan salah laku remaja. Latihan yang diberikan juga tidak dapat disiapkan dalam kelas dan pelajar akan menyiapkannya sebagai kerja rumah. Kefahaman pelajar mengenai maksud nilai rasional ialah sebanyak 50%.

 

 

DATE/DAY	18.02.2013 (MONDAY)
CLASS	3E
TIME	3.25 – 4.35 PM
SUBJECT	ENGLISH
UNIT	WRITING
TOPIC	Summary writing: a) Shortening and paraphrasing short texts                              b) Identifying main ideas and paraphrasing the main                                  ideas
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) shorten sentences by leaving out the examples b) paraphrase sentences by changing active sentences into passive sentences and vice versa c) identify main ideas by scanning for key words
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) Teacher asks the students what they have learnt before the Chinese New Year break. She listens as students respond. They are expected to say that they have learned how to shorten and paraphrase short texts. b) Then, she distributes worksheets containing a short text. The teacher explains how to answer a question on summary writing. c) Next, she tells the students to listen to her as she reads the text. She explains any difficult words or phrases. Then, she gets them to identify 5 main ideas from the text. She gives them 10 minutes to do this. d) At the end of the time, she asks 5 students to read out their answers. The teacher writes down this answer on the board in a table where the students will be able to see the difference between the original sentences and the paraphrased sentences. e) The teacher illustrates on the board how a main idea is paraphrased again. Then, she gets the students to try paraphrasing the 4 main ideas. If they find any difficulties, the teacher reminds them to change active sentences into passive sentences. f) Before the class ends, the teacher tells them to bring their writing books for another class work on summary writing.
REFLECTION	Students knew how sentences look like from active to passive but they have problems when it came to using past participle. Teacher will need to give examples of sentences using past participle before the students can paraphrase sentences confidently.

 

 

TARIKH	18.02.2013 (ISNIN)
KELAS	1H
MASA	5.10-6.20 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 4: Graf
TUJUAN	Mempelajari kemahiran melukis graf bar mudah
BBM	Buku teks
OBJEKTIF P&P	Pada akhir pengajaran, pelajar akan dapat: a) membina graf bar mudah berdasarkan jadual b) menggunkan label yang betul dan petunjuk yang sesuai
PENERAPAN NILAI	Nilai berdikari
AKTIVITI	a) Guru menyoal guru terlebih dahulu mengenai apa yang telah dipelajari dalam bab 4. Pelajar dijangka akan menjawab bahawa mereka telah mempelajari tentang 2 jenis graf dan mentafsir graf bar mudah dan graf garisan. b) Kemudian, guru menerangkan bahawa pelajar akan belajar teknik yang betul untuk melukis graf bar mudah sebelum PBS untuk bab ini dibuat pada hari Khamis. c) Guru memberikan satu jadual yang mengandungi data. Kemudian, pelajar diminta mengisi satu jadual kekerapan berdasarkan data dalam jadual asal. d) Setelah selesai, guru menerangkan langkah satu demi satu dan pelajar diminta melukis graf bar mudah tersebut bermula dari melukis paksi menegak dan mendatar serta melabelkannya dengan betul. Kemudian guru meminta pelajar untuk menentukan skala yang sesuai untuk menentukan tinggi bar. Kemudaian guru membimbing pelajar membahagikan paksi mendatar kepada lima bahagian bagi mewakili satu bar sebelum bar-bar boleh dilukiskan berpandukan jadual kekerapan. e) Pelajar diingatkan untuk mewarna atau melorek setiap bar yang telah dilukis. f) Guru membimbing pelajar melengkapkan graf ini dengan tajuk dan petunjuk yang sesuai. g) Sebelum kelas ditamatkan, guru meminta pelajar menjelaskan sekali lagi teknik melukis graf bar mudah.
REFLEKSI	Pelajar menghadapi masalah untuk menentukan skala yang sesuai untuk paksi menegak. Pelajar juga lupa untuk menyediakan tajuk dan petunjuk apabila guru menyemak hasil kerja mereka. Guru akan mengingatkan pelajar sekali lagi mengenai graf bar mudah sebelum melaksanakan PBS.

 

 

TARIKH	19.02.2013 (SELASA)
KELAS	2F/2G
MASA	12.50 – 2.00 PM
SUBJEK	PENDIDIKAN MORAL
TAJUK	NILAI-NILAI YANG BERKAITAN DENGAN PERKEMBANGAN DIRI (Kesederhanaan)
TUJUAN	Mengambil kira kepentingan diri dan orang lain sebelum bertindak
BBM	Buku teks
OBJEKTIF P&P	Memberikan ciri-ciri kesederhanaan dalam pergaulan dan kebaikan mengamalkan sikap sederhana
HASIL P&P	Mengingati kata kunci nilai kesederhanaan
PENERAPAN NILAI	Nilai Keadilan
AKTIVITI	a) Guru membacakan beberapa contoh perlakuan sebelum menerangkan nilai kesederhanaan dengan meminta pelajar mengenalpasti perlakuan-perlakuan tersebut sebagai keterlaluan atau tidak keterlaluan. Sekiranya perlakuan tersebut adalah keterlaluan, guru meminta pelajar menjelaskan sebab perlakuan tersebut dikatakan keterlaluan. b) Kemudian, guru beralih kepada maksud nilai kesederhanaan dengan membacakan maksud serta mengaitkannya dengan contoh-contoh perlakuan yang tidak keterlaluan. c) Kemudian, guru memberikan latihan kefahaman untuk dijawab oleh pelajar. Soalan ini dibincangkan dalam kelas. d) Sebelum kelas tamat, guru meminta pelajar memberikan semula maksud nilai kesederhanaan.
REFLEKSI	Pelajar boleh menerangkan dengan ringkas tentang sebab kenapa sesuatu perlakuan itu dianggap keterlaluan. Mereka juga hanya dapat memberikan 1 ciri nilai kesederhanaan daripada 2 ciri yang diajar oleh guru.

 

 

DATE/DAY	19.02.2013 (TUESDAY)
CLASS	3B
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	WRITING
TOPIC	Summary writing: a) Shortening and paraphrasing short texts                              b) Identifying main ideas and paraphrasing the main                                  ideas
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) shorten sentences by leaving out the examples b) paraphrase sentences by changing active sentences into passive sentences and vice versa c) identify main ideas by scanning for key words
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) Teacher asks the students what they have learnt before the Chinese New Year break. She listens as students respond. They are expected to say that they have learned how to shorten and paraphrase short texts. b) Then, she distributes worksheets containing a short text. The teacher explains how to answer a question on summary writing. c) Next, she tells the students to listen to her as she reads the text. She explains any difficult words or phrases. Then, she gets them to identify 5 main ideas from the text. She gives them 10 minutes to do this. d) At the end of the time, she asks 5 students to read out their answers. The teacher writes down this answer on the board in a table where the students will be able to see the difference between the original sentences and the paraphrased sentences. e) The teacher illustrates on the board how a main idea is paraphrased again. Then, she gets the students to try paraphrasing the 4 main ideas. If they find any difficulties, the teacher reminds them to change active sentences into passive sentences. f) Before the class ends, the teacher tells them to bring their writing books for another class work on summary writing.
REFLECTION	The students could identify all of the 5 main ideas but they were only able to paraphrase 2 out of the 5 main ideas. They understood how a passive sentence will look like when they paraphrase an active sentence to a passive sentence. But when an object in a sentence is not clear, they would have some problems. More exercise is needed to remedy this and the teacher will only need to teach how to use past participle.

 

 

DATE/DAY	20.02.2013 (WEDNESDAY)
CLASS	3E
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Summary writing
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify main ideas from a text by scanning for key words given in a question b) paraphrase main ideas by changing active sentence into passive sentence c) write a 60-word summary by using all of the paraphrased main ideas and sequence connectors
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to look at the paraphrased main ideas that they have done on Monday. They are to look at the teacher as she illustrates how the first paraphrased main idea is joined to the first 10 words given in the question. The teacher also shows how the second paraphrased main idea is joined to the short text by stressing on the usage of sequence connectors such as then, next, besides that or words such as firstly, secondly, thirdly and so on. b) Then, the teacher calls some students to continue the summary writing. The teacher writes their answers on the board. c) Once this is done, she gives them another worksheet where they are to listen to her read the text. Then, she gives them 6 minutes to identify 5 main ideas from the text. d) At the end of the time, she calls 5 students to read out their answers and the teacher writes their answers on the board. Then she asks 5 more students to paraphrase the 5 main ideas on the board. e) The teacher checks for any errors. Then, the teacher also gets a few more students to write the summary on the board. The exercise is checked and the correct sample for the summary is given. The students copy this into their exercise books.
REFLECTION	The students were able to identify 4 out of 5 main ideas from the worksheet. They were also able to paraphrase 3 out of 5 main ideas. They had problems mainly when there was no clear subject or object in the original sentence. Therefore the teacher had to guide them on how to substitute words by using synonyms. The only objective that was achieved was identifying the main ideas. More exercises should be given.

 

 

DATE/DAY	21.02.2013 (THURSDAY)
CLASS	3B
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Writing a summary
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify main ideas from a text by scanning for key words given in a question b) paraphrase main ideas by changing active sentence into passive sentence c) write a 60-word summary by using all of the paraphrased main ideas and sequence connectors
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to look at the paraphrased main ideas that they have done on Monday. They are to look at the teacher as she illustrates how the first paraphrased main idea is joined to the first 10 words given in the question. The teacher also shows how the second paraphrased main idea is joined to the short text by stressing on the usage of sequence connectors such as then, next, besides that or words such as firstly, secondly, thirdly and so on. b) Then, the teacher calls some students to continue the summary writing. The teacher writes their answers on the board. c) Once this is done, she gives them another worksheet where they are to listen to her read the text. Then, she gives them 6 minutes to identify 5 main ideas from the text. d) At the end of the time, she calls 5 students to read out their answers and the teacher writes their answers on the board. Then she asks 5 more students to paraphrase the 5 main ideas on the board. e) The teacher checks for any errors. Then, the teacher also gets a few more students to write the summary on the board. The exercise is checked and the correct sample for the summary is given. The students copy this into their exercise books.
REFLECTION	The lesson could not be carried out as the teacher had to attend a briefing for Choral Speaking Competition at SMK Taee

 

 

TARIKH	21.02.2013 (KHAMIS)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 4: Graf
TUJUAN	Menjawab soalan untuk band 2 dan band 3 bagi bab 4
BBM	Buku teks
OBJEKTIF P&P	Pada akhir pengajaran, pelajar akan dapat: a) mengenal jenis graf bar mudah dan graf garisan b) membina graf bar dan graf garisan
PENERAPAN NILAI	Nilai berdikari
AKTIVITI	a) Sebelum memulakan PBS, guru mengulangkaji sekali lagi kemahiran yang akan diuji dalam bab 4 iaitu teknik melukis graf bar mudah dan graf garisan. b) Kemudian, guru mengedarkan lembaran kerja kepada pelajar. Guru membacakan arahan dan memberikan masa kepada pelajar untuk menyiapkan soalan-soalan. Setelah selesai, guru mengutip skrip jawapan pelajar. c) Sekiranya ada lagi masa lebih, guru terus beredar ke Bab 5 iaitu Peta. Guru menerangkan mengenai konsep ciri fizikal dan ciri budaya dengan berpandukan peta dalam buku teks. d) Guru memberikan nota mengenai ciri fizikal dan ciri budaya kepada pelajar. e) Sebelum kelas ditamatkan, guru meminta pelajar menyatakan dengan ringkas maksud ciri fizikal dan ciri budaya.
REFLEKSI	RPH ini tidak dapat dijalankan kerana guru menghadiri taklimat mengenai pertandingan “Choral Speaking” di SMK Taee

 

 

DATE/DAY	21.02.2013 (THURSDAY)
CLASS	3E
TIME	4.35 – 5.45 PM
SUBJECT	ENGLISH
UNIT	Novel: Around the world in 80 days
TOPIC	Chapter 4: Introducing Detective Fix Chapter 5: Phileas Fogg Travels Across the Red Sea and the Indian Ocean
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify 1 reason why Detective Fix becomes suspicious of Phileas Fogg b) describe Detective Fix’s personality using 4 adjectives c) identify 3 things that Detective Fix does in order to catch Phileas Fogg d) identify the incident that happens in Bombay
LEARNING EMPHASIS	Scanning and skimming for details
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students about chapter 3 that they have read about in Week 6. The students are expected to tell her about how Phileas shocks Passepartout about his plan to travel around the world in 80 days. b) Then, the teacher asks the students to guess what will happen in Chapter 4. She listens and tells them to open to the chapter. c) The teacher reads Chapter 4 and stops at certain parts in the chapter in order to explain ideas about Detective Fix and what happens at Suez Canal. She continues reading until Chapter 5 and also explains important events such as Detective Fix’s effort to convince the police to catch Phileas and what happens to Passepartout in Bombay. d) Before the class ends, the teacher asks the students to identify 1 reason why Detective Fix becomes suspicious of Phileas, Detective Fix’s personality and the reason why Phileas scolds Passepartout.
REFLECTION	The lesson could not be carried out as the teacher had to attend a briefing for Choral Speaking Competition at SMK Taee

 

 

DATE/DAY	22.02.2013 (FRIDAY)
CLASS	3B
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Novel: Around the world in 80 days
TOPIC	Chapter 4: Introducing Detective Fix Chapter 5: Phileas Fogg Travels Across the Red Sea and the Indian Ocean
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify 1 reason why Detective Fix becomes suspicious of Phileas Fogg b) describe Detective Fix’s personality using 4 adjectives c) identify 3 things that Detective Fix does in order to catch Phileas Fogg d) identify the incident that happens in Bombay
LEARNING EMPHASIS	Language for information: Scanning and skimming for details
INSTRUCTIONAL PROCEDURES	a) The teacher begins the lesson by asking the students about chapter 3 that they have read about in Week 6. The students are expected to tell her about how Phileas shocks Passepartout about his plan to travel around the world in 80 days. b) Then, the teacher asks the students to guess what will happen in Chapter 4. She listens and tells them to open to the chapter. c) The teacher reads Chapter 4 and stops at certain parts in the chapter in order to explain ideas about Detective Fix and what happens at Suez Canal. She continues reading until Chapter 5 and also explains important events such as Detective Fix’s effort to convince the police to catch Phileas and what happens to Passepartout in Bombay. d) Before the class ends, the teacher asks the students to identify 1 reason why Detective Fix becomes suspicious of Phileas, Detective Fix’s personality and the reason why Phileas scolds Passepartout.
REFLECTION	This lesson was not fully completed as there was a school assembly for all of the Form 3 students from 2.30 – 3.45 pm. Therefore, the teacher only had the time to give notes on Chapter 1 and Chapter 2. This lesson will be taught on Week 10.