RPH MINGGU 14

RANCANGAN PENGAJARAN HARIAN

MATA PELAJARAN: B.INGGERIS & GEOGRAFI

 

MINGGU 14

 

 

DATE/DAY	01.04.2013 (MONDAY)
CLASS	2I/2J
TIME	12.50-2.00 PM
SUBJECT	ENGLISH
UNIT	Grammar
TOPIC	Revision on simple present tense and simple past tense
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) match singular nouns with singular present tense verbs b) match plural nouns with plural present tense verbs c) change simple present tense verbs into simple past tense verbs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) As this is the teacher’s first lesson with the 2I/2J class, she does an ice-breaking session in class in order to know the students’ names. b) Then, she distributes papers for them to write two exercises. These exercises will be a quiz to determine their grammar knowledge. c) The teacher writes these two exercises on the board and tells the students to copy them down. She gives them 20 minutes to do this on their own. d) At the end of the time, the teacher collects students’ work. e) Before the class ends, the teacher reminds them to bring their writing books on Thursday for another grammar lesson
REFLECTION	After marking the students’ work, the teacher found out that they are very weak in their grammar. The highest mark is 8 out of 20 questions and only 2 students scored this mark out of 24 students who came to school on that day. More grammar remedial work is needed in order to help them to write better in class.

 

 

TARIKH	01.04.2013 (ISNIN)
KELAS	1H
MASA	2.00 – 3.10 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 6: Bentuk Muka Bumi
TUJUAN	a) Mengenal pasti dataran-dataran tanah pamah di Malaysia serta fungsinya b) Mengenal pasti bentuk muka bumi yang terdapat di kawasan pinggir pantai
BBM	Buku teks Geografi Tingkatan 1
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) menamakan dan melabelkan kawasan dataran tanah pamah di Semenanjung Malaysia, Sabah dan Sarawak pada peta b) melabel bentuk muka bumi di kawasan pinggir pantai
PENERAPAN NILAI	Bertanggungjawab, Menghargai keunikan bentuk muka bumi di Malaysia
AKTIVITI	a) Guru menyoal pelajar untuk memberikan maksud tanah pamah. Pelajar dijangka menjawab dengan memberikan jawapan iaitu tanah pamah ialah kawasan tanah rendah. Jika salah, guru terus membawa pelajar untuk melihat peta dalam buku teks yang menunjukkan taburan kawasan tanah pamah di Malaysia. b) Guru membacakan penerangan dalam buku teks dan menunjukkan dengan lebih jelas pada papan hitam dengan melukiskan peta Malaysia serta melabelkan kawasan tanah pamah yang telah dibaca. Guru menjelaskan mengenai fungsi setiap kawasan. Guru mengulang semula supaya pelajar lebih faham. c) Kemudian, guru melukiskan satu lukisan kasar yang menunjukkan kawasan pinggir pantai. Guru beredar ke subtopik seterusnya iaitu bentuk muka bumi di pinggir pantai. Guru membacakan penerangan dalam buku teks dan melukiskan dengan lebih jelas pada papan hitam. Guru meminta pelajar mengulang semula penerangan guru dengan mengenalpasti kawasan-kawasan seperti teluk, tanjung, tepi pantai dan pulau. d) Setelah siap penerangan ini, guru memberikan nota untuk disalin oleh pelajar. e) Sebelum kelas ditamatkan, guru menyoal pelajar semula mengenai nama-nama dataran tanah rendah di Malaysia dan bentuk muka bumi di kawasan pinggir pantai.
REFLEKSI	Pelajar hanya ingat 2 daripada 4 dataran tanah pamah yang telah dipelajari. Tetapi mereka ingat 3 daripada 4 bentuk muka bumi yang terdapat di pinggir pantai.

 

 

DATE/DAY	01.04.2013 (MONDAY)
CLASS	3B
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Literature: The novel – Around The World In 80 Days
TOPIC	Chapter 7: The Trip Down The Ganges Chapter 8: Phileas Fogg Spends A Lot Of Money
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify the reason why Passepartout is taken to stand in front of a judge b) identify the 2 reasons why Detective Fix is very upset in Chapter 8 c) identify 1 reason why Phileas decides to bring Aouda with them to Hong Kong
LEARNING EMPHASIS	Language for interpersonal use, Vocabulary
INSTRUCTIONAL PROCEDURES	a) Before the teacher begins the lesson, she asks the students to recap previous lesson on Chapter 5 and 6. The students are expected to tell about how Phileas, Passepartout and Sir Francis have to ride an elephant when the railroad ends near a village as well as how they rescue Aouda from a group of bandits in the jungle. b) The teacher continues reading Chapters 7 and 8 in class. She stresses on what happens in Calcutta and why Aouda follows Phileas and Passepartout in their journey. The teacher also points out new words and phrases. She explains what they mean. c) When the reading of these two chapters are completed, the teacher gives them notes. d) Before the class ends, the teacher asks the students to identify 1 reason why Phileas decides to bring Aouda with them to Hong Kong, 2 reasons why Detective Fix is very upset in Chapter 8 and 1 reason why Passepartout is taken to stand in front of a judge in Calcutta, India.
REFLECTION	The students could only answer 1 out of 3 questions that the teacher asked. They have forgotten the reason why Phileas decides to bring Aouda with them to Hong Kong and why Detective Fix is mad at Phileas. The teacher only managed to give them notes on Chapter 7. The lesson will be continued on Wednesday.

 

 

DATE/DAY	02.04.2013 (TUESDAY)
CLASS	3E
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Article: Fast Food: Health Problems and Reasons For Its Popularity
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct sentences using simple present tense b) write 3 sentences for each paragraph that contains a main idea c) write an article using the correct format d) use sequence connectors to begin new paragraphs
LEARNING EMPHASIS	Language for learning purpose
INSTRUCTIONAL PROCEDURES	a) Teacher begins the lesson by asking the students for their opinions on whether fast food is healthy or not. The students respond while the teacher listens. b) Then, the teacher tells the students to read a question that the teacher has written on the board. She relates students’ opinions with what is being asked in the question. c) She gets the students to highlight key words in the question, to identify the tense and useful vocabulary to be used in the article. She also gives them a rough layout for an article’s format. d) Next, she demonstrates how to organize the points given by outlining the number of sentences and key words to be used in each paragraph. e) Then, she shows how to build a suitable title for the article by using key words in the question. f) After that, she moves on to the introduction where the students are asked to construct 2 sentences using the points in the question. g) The rest of the 4 paragraphs for the body of the article is done by both the teacher and the students. The teacher begins the first sentence for each paragraph while the students are asked to construct the second and the third sentences for each paragraph. This is because each paragraph will have 3 sentences. h) The conclusion will be done by the teacher. She shows how to sum up the whole essay in one sentence. This is done by looking at the two main themes in the article – the health problem caused by fast food and reasons why it is becoming popular. i) The sample essay is copied by the students. j) Before the class ends, the teacher asks the students to describe the format for the article again.
REFLECTION	The essay couldn’t be completed. This is because the teacher needed a lot of time to familiarise the students with the steps to writing an effective essay. The teacher stopped at the second paragraph. The essay will be continued again on Wednesday’s lesson.

 

 

 

DATE/DAY	03.04.2013 (WEDNESDAY)
CLASS	3B
TIME	2.00 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Literature: The novel – Around The World In 80 Days
TOPIC	Chapter 8: Phileas Fogg Spends A Lot Of Money
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) identify 2 reasons why Detective Fix is very upset with Phileas Fogg
LEARNING EMPHASIS	Note completion
INSTRUCTIONAL PROCEDURES	a) The teacher continues with giving some notes on Chapter 8 as it is not yet completed. Students copy this into their exercise books. b) The teacher explains the notes. c) Before the class ends, the teacher reminds the students to read Chapters 9 and 10 during the weekend as they will read these on Monday’s lesson next week.
REFLECTION	The teacher has to leave on the 7th period (2.35 – 3.10 pm) as she has to attend a PTA meeting with the Principal and PTA committee members at 2.30 pm at Bilik Mesyuarat 4. Another teacher is assigned to do sit in in this class during that time.

 

 

DATE/DAY	03.04.2013 (WEDNESDAY)
CLASS	3E
TIME	5.10 – 6.20 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Article: Fast Food: Health Problems and Reasons For Its Popularity
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct sentences using simple present tense b) write 3 sentences for each paragraph that contains a main idea c) write an article using the correct format d) use sequence connectors to begin new paragraphs
LEARNING EMPHASIS	Language for learning purpose
INSTRUCTIONAL PROCEDURES	a) The teacher continues the unfinished essay on the article in class. She gets the students to take out their exercise books. b) The rest of the 4 paragraphs after the introduction for the body is done by both the teacher and the students. The teacher begins the first sentence for each paragraph while the students are asked to construct the second and the third sentences for each paragraph. This is because each paragraph will have 3 sentences. h) The conclusion will be done by the teacher. She shows how to sum up the whole essay in one sentence. This is done by looking at the two main themes in the article – the health problem caused by fast food and reasons why it is becoming popular. i) The sample essay is copied by the students. j) Before the class ends, the teacher asks the students to describe the format for the article again.
REFLECTION	The essay is completed. The students could describe the format for the article. However, the students depended heavily on the teacher for ideas on how to elaborate the notes. More exercises will be given on writing of articles.

 

 

DATE/DAY	04.04.2013 (THURSDAY)
CLASS	3B
TIME	12.50 – 2.00 PM
SUBJECT	ENGLISH
UNIT	Writing
TOPIC	Article: Fast Food: Health Problems and Reasons For Its Popularity
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct sentences using simple present tense b) write 3 sentences for each paragraph that contains a main idea c) write an article using the correct format d) use sequence connectors to begin new paragraphs
LEARNING EMPHASIS	Language for learning purpose
INSTRUCTIONAL PROCEDURES	a) Teacher begins the lesson by asking the students for their opinions on whether fast food is healthy or not. The students respond while the teacher listens. b) Then, the teacher tells the students to read a question that the teacher has written on the board. She relates students’ opinions with what is being asked in the question. c) She gets the students to highlight key words in the question, to identify the tense and useful vocabulary to be used in the article. She also gives them a rough layout for an article’s format. d) Next, she demonstrates how to organize the points given by outlining the number of sentences and key words to be used in each paragraph. e) Then, she shows how to build a suitable title for the article by using key words in the question. f) After that, she moves on to the introduction where the students are asked to construct 2 sentences using the points in the question. g) The rest of the 4 paragraphs for the body of the article is done by both the teacher and the students. The teacher begins the first sentence for each paragraph while the students are asked to construct the second and the third sentences for each paragraph. This is because each paragraph will have 3 sentences. h) The conclusion will be done by the teacher. She shows how to sum up the whole essay in one sentence. This is done by looking at the two main themes in the article – the health problem caused by fast food and reasons why it is becoming popular. i) The sample essay is copied by the students. j) Before the class ends, the teacher asks the students to describe the format for the article again.
REFLECTION	The essay couldn’t be completed. The teacher only managed to discuss how to write the introduction and the second paragraph. The rest of the paragraphs will be continued on Wednesday next week. However, the students contributed little to the discussion. They were quite slow in the elaboration of the points. The teacher will be getting the students to write their ideas on the points next week to solve this problem.

 

 

DATE/DAY	04.04.2013 (THURSDAY)
CLASS	2I/2J
TIME	2.35 – 3.10 PM
SUBJECT	ENGLISH
UNIT	Grammar
TOPIC	Revision of Grammar Quiz
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) match singular nouns with singular present tense verbs b) match plural nouns with plural present tense verbs c) change simple present tense verbs into simple past tense verbs
LEARNING EMPHASIS	Mastery learning
INSTRUCTIONAL PROCEDURES	a) The teacher returns students’ answer scripts for the quiz on Monday. She comments on the students’ answers and why they made a lot of mistakes. b) She illustrates on the board how simple present tense and simple past tense is used in sentences. For this, the teacher shows sentences where plural nouns are matched with plural verbs or singular nouns are matched with singular verbs. She also shows what present tense or past tense means in those sentences. c) She gives the students a fill-in-the blank exercise where they are to use verbs in the present or past tense. d) Before the class ends, the teacher asks the students to answer 2 questions in order to make sure that they know what is being taught in class.
REFLECTION	This lesson was completed. When illustrated on the board and after listening to the teacher’s explanation, the students were able to answer the questions orally in class. However, the teacher did not have the time to give them another exercise before the lesson ended. This exercise will be given during Friday’s lesson.

 

 

TARIKH	04.04.2013 (KHAMIS)
KELAS	1H
MASA	4.35 – 5.45 PM
SUBJEK	GEOGRAFI
TAJUK	Bab 6: Bentuk Muka Bumi
TUJUAN	Menjawab soalan PBS untuk bab 6 a) B3D2E2 b) B3D2E3 c) B2D2E3 d) B2D2E4 Mengenali pola saliran di Malaysia
BBM	Buku teks Geografi Tingkatan 1
OBJEKTIF P&P	Pada akhir pembelajaran, pelajar akan dapat: a) mengenalpasti taburan kepelbagaian bentuk muka bumi tanah pamah di Malaysia b) mengenalpasti taburan saliran di Malaysia c) menyatakan jenis bentuk muka bumi di pinggir laut d) menyatakan jenis/contoh bentuk muka bumi di sepanjang aliran sungai e) mengenalpasti  4 jenis pola saliran di Malaysia
PENERAPAN NILAI	Bertanggungjawab, Menghargai keunikan bentuk muka bumi di Malaysia
AKTIVITI	a) Guru mengulangkaji terlebih dahulu subtopik yang telah diajar pada hari Isnin sebelum mengedarkan lembaran PBS untuk bab 6. b) Setelah itu, guru mengedarkan kertas-kertas soalan kepada pelajar. Guru menerangkan soalan terlebih dahulu dan pelajar diberikan masa untuk menjawab soalan. c) Setelah tamat menjawab soalan, guru mengutip kertas jawapan pelajar. d) Kemudian, guru beredar ke subtopik yang seterusnya iaitu mengenalpasti pola saliran di Malaysia. Guru p 4 jenis pola saliran yang akan dipelajari dan menulis nota ringkas untuk setiap pola saliran. Pelajar diminta menyalin nota ini. d) Sekiranya ada masa, guru terus menguji soalan PBS untuk subtopik ini. e) Sebelum kelas ditamatkan, guru mengingatkan pelajar untuk membaca terlebih dahulu subtopik mengenai profil panjang dan profil rentas sungai.
REFLEKSI	Guru hanya dapat melaksanakan 2 lembaran PBS iaitu B3D2E2 dan B3D2E3. Ini adalah kerana guru terpaksa menyambung nota yang tidak habis disalin pada hari Isnin. Dua lembaran PBS yang lain akan diuji pada hari Isnin minggu depan.

 

 

DATE/DAY	05.04.2013 (FRIDAY)
CLASS	2I/2J
TIME	4.00 – 5.10 PM
SUBJECT	ENGLISH
UNIT	Grammar
TOPIC	Writing simple sentences using simple present tense
LEARNING OBJECTIVES	At the end of the lesson, students should be able to: a) construct sentences that have 5 words b) construct sentences that use simple present tense c) use action verbs that describe actions
LEARNING EMPHASIS	Language for writing simple sentences
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students what they have learned yesterday in Thursday class. The students are expected to say that they have learned about simple present tense and simple past tense. b) The teacher checks the students work based on the exercise given yesterday. If there are mistakes, the teacher corrects them on the board. c) Next, the teacher draws a simple table that divides the noun, the verb and the subject parts of a sentence. The teacher gives examples of sentences where each sentence will have 5 words. She also stresses on the function of noun, verbs and the subject of each sentence. d) When the students have finished copying this table, the teacher asks them to fill in blanks with proper nouns, verbs and subjects. e) Then, when the students can do this, the teacher moves on to getting the students to construct simple sentences with 5 words. All of the sentences will be using simple present tense. This will test their understanding of the lesson before the class ends.
REFLECTION	The students could fill in the blanks for the first exercise. But they were very slow when it came to constructing sentences with 5 words. Most of the time, they only knew the nouns but not the verbs and the objects part of sentences. The teacher will have to give more exercises on constructing sentences with 5 words next week.

 

 

DATE/DAY	05.04.2013 (FRIDAY)
CLASS	3E
TIME	5.10 – 6.20  PM
SUBJECT	ENGLISH
UNIT	Literature: The 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) describe Detective Fix using 3 adjectives b) explain 1 reason why Detective Fix feels that Phileas is the bank robber c) describe what happens to Passepartout in Bombay, India
LEARNING EMPHASIS	Language for building vocabulary
INSTRUCTIONAL PROCEDURES	a) The teacher asks the students to recap what they have learned in Chapter 3 before continuing with Chapters 4 and 5. The students are expected to say that Phileas shocks Passepartout by getting him to pack his things for a trip around the world. b) Then, the teacher continues to Chapter 4 and 5 where she will read on the introduction of Detective Fix and the trouble that Passepartout will face when he accidentally stepped into an Indian temple in footwear. She also explains meanings of new words as she reads. She also gets students to make guesses and explains certain situations in these two chapters. c) When she completes these two chapters, she gives them notes to be copied down. d) Before the class ends, the teacher asks the students to describe Detective Fix using 3 adjectives, explain why Detective Fix suspects that Phileas is the bank robber and describe what happens to Passepartout while doing errands in Bombay.
REFLECTION	Chapters 4 and 5 were completed in class. So, the teacher decided to continue to Chapter 6 which only reached mid chapter. The students could answer the two questions. The novel will be continued next Friday.